Book of Abstracts Future Education - 2023

Book of Abstracts
The 6th International Conference on Future of

Education 2023
(Future Edu 2023)
06th – 07th July 2023

Kuala Lumpur, Malaysia
Committee of the Future Edu - 2023
The International Institute of Knowledge Management (TIIKM)
Tel: +94(0) 112876551
publication@tiikmedu.com
Disclaimer
The responsibility for opinions expressed in articles, studies and other contributions in this
publication rests solely with their authors, and this publication does not constitute an
endorsement by the Future Edu or TIIKM of the opinions so expressed in them.
Official website of the conference
www.futureofedu.co
Book of Abstracts of the 6th International Conference on Future of Education 2023 (Future Edu
2023)
Edited by Prof. Brian D. Beitzel
ISBN: 978-624-5746-37-8
Copyright @ 2023 TIIKM

All rights are reserved according to the code of intellectual property act of Sri Lanka, 2003
Published by The International Institute of Knowledge Management (TIIKM), No: 531/18, Kotte
Road, Pitakotte, 10100, Sri Lanka
Tel: +94(0) 112876551
ii
MESSAGE FROM THE CONFERENCE CHAIR – Future Edu 2023
I’m delighted to extend my personal welcome to the 6 th International

Conference on the Future of Education 2023 in Kuala Lumpur. You
will find the next couple of days to be filled with material that is both
interesting and significant for the onward progress of education
globally.
Education is the gateway to the future, for individuals and for society as
a whole. A postsecondary degree increases an individual’s likelihood
of higher annual income as well as improved personal well-being – and
the prospects of participating in higher education are enhanced by quality instruction during the
primary and secondary years. As our world grows ever more complicated, education provides the
tools that are needed to fashion solutions to issues that continue to threaten our peaceful coexistence.
And if individuals are not adequately equipped with the knowledge and skills to meet contemporary
challenges, society as a whole cannot move forward to a brighter future.
This year’s conference theme is Technological Advancements & Innovations in Future Education .
Like other sectors of our world, education increasingly depends on many forms of technology to offer
expanded opportunities to learners. Yet for all of its advantages, technology alone is insufficient to
meet the demands of modern challenges. Around the world, teachers leverage technology in creative
ways that assist learners with accomplishing their goals. And in all parts of the world, there are
people who innovate when technology is not available; these efforts to help learners achieve success
with limited resources are also worthy of our attention.
I invite you to engage with the speakers in the conference sessions during the next two days and to
form collaborative partnerships that will be of mutual benefit. Most of all, I urge each of you to
consider how you will contribute to the future of education.
I wish to express my deep appreciation to the wonderful staff at The International Institute of
Knowledge Management (TIIKM) for organizing this conference, including the myriad logistical
details they have so capably overseen. Our gathering this week would be impossible without their
talent and support that has brought us together.
Again, welcome! We are glad to have you here in Malaysia.
Brian D. Beitzel, Ph.D.

Senior Director of Education Accreditation and Assessment
Professor of Educational Psychology
SUNY Oneonta
Oneonta, NY
USA
iii
Co-Hosting Partners:
South-South Triangular Education Consortium – (SSTEC)
Open University Malaysia (OUM), Malaysia
University of Debrecen, Hungary
Universiti Teknologi MARA, Malaysia
Academic Partners:
Faculty of Education, Khon Kaen University, Thailand
Bandung Institute of Technology, Indonesia
St. Rita's College of Balingasag, Philippines
Philippine Christian University, Philippines
Benguet State University, Philippines
Lourdes College, Philippines
University of Murcia, Spain
Loc Nguyen Academic Network, Vietnam
Universidade Autónoma de Lisboa, Portugal
International Islamic University Islamabad, Pakistan
Bulacan Agricultural State University, Philippines
City College of Calamba (CCC), Philippines
Organized By:
The International Institute of Knowledge Management (TIIKM), Sri Lanka
iv
Future Edu 2023 Committee
PROF. BRIAN D. BEITZEL (Conference Chair, Future Edu 2023)
Senior Director of Education Accreditation and

Assessment, Professor of Educational
Psychology, SUNY Oneonta, Oneonta, NY, USA
DR. SAMIRA HOSSEINI (Publication Chair, Future Edu 2023)
Director of Writing Lab, Institute for the Future

of Education, Tecnologico de Monterrey, Mexico
PROF. JOSEPH CALVIN GAGNON (Keynote Spea ker, Future Edu 2023)
Professor of Special Education, The Faculty of

Educational Sciences, The University of Helsinki,
Finland
PROF. DR. LEMPIÄINEN KIRSTI (Keynote Speaker, Future Edu 2023)
Dr.Soc.Sc., Docent, Faculty of Education,

University of Lapland, Finland
PROF. AMLAN CHAKRABARTI (Keynote Speaker, Future Edu 2023)
A.K.Choudhury School of Information

Technology, India
DR. JUHEE KIM (Plenary Speaker, Future Edu 2023)
Assistant Professor of Educational Leadership &

Counseling, University of Idaho, USA
DR. ALIZA ALI (Plenary Speaker, Future Edu 2023)
Dean, Faculty of Education, Open University

Malaysia, Malaysia
ASSIST. PROF. NUR BUDI MULYONO (Plenary Speaker, Future Edu 20232)
Director of Bachelor of Management Program

Operation and Performance Management
Interest Group, Institut Teknologi Bandung (SBM
ITB), Indonesia
EMERITUS PROF. TAMAS KOZMA (Plenary Speaker, Future Edu 2023)
The University of Debrecen, Hungary
ASSOC PROF. SUBARNA SIVAPALAN (Plenary Speaker, Future Edu 2023)
Faculty of Social Sciences, University of

Nottingham, Malaysia
v
MYLENE G. DINGLASAN (Plenary Speaker, Future Edu 2023)
Dean of the College of Arts, Sciences, and Social

Work (CASSW), Concurrent Dean of the College
of Education, Philippine Christian University-
Manila
DR. EILEEN KENNEDY (Plenary Speaker, Future Edu 2023)
Principal Research Fellow, Programme Leader,

MA Education and Technology, UCL Knowledge
Lab, London
MR. ISANKA. P. GAMAGE (Conference Convener, Future Edu 2023)
The International Institute of Knowledge

Management, Sri Lanka
MR. OSHADEE WITHANAWASAM (Conference Publication Chair, Future Edu 2023)

MS. KALPANA MADAVIE (Conference Secretariat, Future Edu 2023)

MS. KOKILA HEMAKUMARA (Conference Coordinator, Future Edu 2023)

MS. DESHANI PATHIRANA (International Relation Officer, Future Edu 2023)

MS. PANSILU PUSSEDENIYA (International Relation Officer, Future Edu 2023)

MR. DAYALAN RAJAMANY (Technical Officer, Future Edu 2023)

MR. DINUSHA RANDIMAL (Publication Committee, Future Edu 2023)

vi
MS. UDAYANGANI PREMARATHNE (Publication Committee, Future Edu 2023)

Editorial Board - Future Edu 2023
Editor in Chief
Prof. Brian D. Beitzel, Senior Director of Education Accreditation and Assessment , Professor of Educational
Psychology, SUNY Oneonta, Oneonta, NY, USA
The Editorial Board is not responsible for the content of any abstract
Scientific Committee - Future Edu 2023
Dr. Ofelia Damag, DEPED Division of IGACOS, Phillipines

Dr. Shazia Naureen, International Islamic University, Pakistan
Dr. Mylene Dinglasan, Philippine Christian University, Philippines
Dr. Patricio J. Serrano, Universidad De Las Fuerzas Armadas, Ecuador
Dr. Nenita C. Itaas-Prado, Central Mindanao University, Philippines
Dr. Edzen Espina, Liceo de Cagayan University, Philippines
Dr. Louie B Dasas, University of Santo Tomas | UST, College of Education, Philippines
Prof. Bilyalova A, Kazan Federal University, Russia
Dr. Chinthaka Chandrakumara, University of Colombo, Sri Lanka
Dr. Edita Rogulj, University of Zagreb, Croatia
Dr. Rose Opiyo, Masinde Muliro University and Science and Technology, Kenya
Dr Zarina Akhtar, International Islamic University, Islamabad, Pakistan
Dr. Vindyanjali Abeygunawardena, University of Colombo, Sri Lanka
Dr. Marissa M. Carale, St. Paul University Dumaguete, Philippines
Dr. Honellymae Cascolan, Christian University-Manila, Philippines
Dr. Rico Paulo Tolentino, Bulacan State University, Philippines
Dr. Yuanita H., Institut Teknologi Bandung, Indonesia
Dr. Kannoth Vijayan, NCERT, India
Dr. Lishanthi Wijewardene, University of Jayawardanapura, Sri Lanka
Prof. Isabel Fernandes Silva , Universidade Autónoma de Lisboa, Protugal
Dr. Maryann Lanuza, City College of Calamba, Philippines
Dr. Maria N. Cusipag, Baliwag University; De La Salle Araneta University, Philippines
Dr. Abdulrasheed Olatunji Abdussalam, Islamic University of Perlis, Malaysia
Dr. Suhendri MA, Universitas Dharmawangsa, India
Dr. Anjali Bhatnagar, School of Education, Mahindra University, India
vii
Dr. Katinka Bacskai, The University of Debrecen, Hungary
Dr. Aleli Garcia, College of Education Philippine Christian University-Manila, Philippines
Dr. Jonane Saguid, Department of Education, SDO Marinduque, Philippines
Dr. Samudra Senerath, University of Colombo, Sri Lanka
Dr. Cristina Vilaplana Prieto, University of Murcia, Spain
Dr. Socorro Aguja, De La Salle Araneta University, Philippines
Dr. Niroshinie RDC, University of Colombo, Sri Lanka
Dr. Kumudu Seneviratne, University of Colombo, Sri Lanka
Dr. Anna Marie Abrera, Philippine Christian University, Philippines
Dr. Tawanda Chinengundu, University of Pretoria, South Africa
Dr Selline Ooko, Muliro University of Science and Technology (MMUST), Kenya
Dr. Apler J. Bansiong, Benguet State University, Philippines
Dr. Janet Lynn M. Balagtey, Benguet State University, Philippines
Dr. Eper L. Feliciano, Benguet State University, Philippines
Dr. Ronald A. Gonzales, City College of Calamba (CCC), Philippines
Dr. Neil P. Aligam, City College of Calamba (CCC), Philippines
Dr. Rex Angelo Rizal, City College of Calamba, Philippines
Dr. Julie Ann V. Balbis, Philippine Christian University, Philippines
Assoc. Prof. Dr. Gunasegaran Karuppannan, Open University of Malayasia, Malaysia
Assoc. Prof. Dr. Rosinah Mahmood, Open University of Malayasia, Malaysia
Dr. Roshafiza Hassan, Open University of Malayasia, Malaysia
Dr. Vahid Norouzi larsari, Faculty of Education, Charles University, Prague, Czech Republic
Dr. Elymar A. Pascual, Talangan Integrated National High School, Philippines
Dr. Nilda V. San Miguel, Department of Education, Philippines
Mr. Frankie A. Fran, Romblon State University, Philippines
Dr. Michail Kalogiannakis, University of Crete, Greece
Dr. Stanley Mutsotso, Kibabii University, Kenya
Dr. Bharti Kaushik, National Council of Educational Research and Training, India
Dr. Noor Hasimah Ibrahim Teo, Universiti Teknologi Mara (UITM), Malaysia
Dr. Charu Khosla Gupta, University of Delhi, India
Dr. Fouzia Ajmal, International Islamic University Islamabad, Pakistan
Dr. Jamiu Sulaimon, 17, Malate Street, Tanke, Nigeria
Dr. Rogelio D. Rasay, New Hope School of Agriculture and Fishery, Inc., Philippines
Dr. Dalia Bedewy, Ajman University, UAE
Mr. Francis Moodu, University of Alabama, USA
Dr. Jovita Villanueva, Bulacan State University, Philippines
Prof. Dr. Victoria P. Valenzuela, Bulacan State University, Philippines
viii
Session Chairs - Future Edu 2023
Dr. Elymar A. Pascual, Department of Education, Nagcarlan Sub-Office, Laguna, Philippines

Dr. Ronald A. Gonzales, City College of Calamba, Philippines
Prof. Maryann H.Lanuza, City College of Calamba, Philippines
Dr. Aleli C. Garcia, Philippine Christian University-Manila, Philippines
Prof. José Carlos Vázquez, ParramTecnologico de Monterrey, Mexico
Dr. Rasmitadila , Universitas Djuanda, Indonesia
Dr. Camacho-Zuñiga C, Institute for the Future of Education, Tecnologico de Monterrey, Mexico
Dr. Adriana Morales-Rodriguez, Tecnologico de Monterrey, Mexico
Dr. Manangkil, Emelita A., Department of Education, Philippines
Dr. Mohammad Al-Motlaq, The Hashemite University, Jordan
Dr. Nilda V. San Miguel, Department of Education, Lumban District, Philippines
Dr. Jonane J. Saguid, Department of Education, Schools Division of Marinduque, Philippines
Dr. Tawanda Chinengundu, University of Pretoria, South Africa
Evaluation Panel Members - Future Edu 2023
Dr. Brian D. Beitzel, SUNY Oneonta, Oneonta, NY, USA

Prof. Amlan Chakrabarti, A.K.Choudhury School of Information Technology, India
Dr. Mylene G. Dinglasan, Philippine Christian University, Philippines
Pres Dr. Jameson H.Tan, Bulacan Agricultural State University, Philippines
Dr. Cecilia S. Santiago, Bulacan Agricultural State University, Philippines
Dr. Meriam F. Sulit, Bulacan Agricultural State University, Philippines
Dr. Ronal Reagan T. Alonzo, Bulacan Agricultural State University, Philippines
Dr Aliza Ali, Open University Malaysia, Malaysia
Dr. Socorro E. Aguja, De La Salle Araneta University, Philippines
Dr. Rico Paulo G. Tolentino, Department of Education, Bulacan, Philippines
Mr. Frankie A. Fran, Romblon State University, Philippines and Ateneo de Manila University, Philippines
Dr Vijayan K., Department of Teacher Education, NCERT, India
Dr. Honelly Mae S. Cascolan, Pangasinan State University, Philippines
Dr. Maria N. Cusipag, Institute of Education, Baliwag Polytechnic College, Philippines
Dr Zarina Akhtar, International Islamic University Islamabad, Pakistan
Dr. Bilyalova Albina, Kazan Federal University, Russia
Dr. Noor Hasimah Ibrahim Teo, Universiti Teknologi Mara (UITM) & Malaysia, Malaysia
Dr. Kumudu Seneviratne, Faculty of Education, University of Colombo, Sri Lanka
Prof. Michail Kalogiannakis, University of Crete, Greece
Dr. Abdulrasheed Olatunji Abdussalam, Islamic University of Perlis, Malaysia
Dr. Vahid Norouzi larsari, Faculty of Education, Charles University, Prague, Czech Republic
Prof. Nenita I. Prado, Central Mindanao University, Philippines
ix
Dr. Lishanthi Wijewardene, University of Sri Jayewardenepura, Sri Lanka
Dr. Anjali Bhatnagar, School of Education, Mahindra University, India
Dr Roshafiza Hassan, University Puthra Malayasia, Malaysia
Dr. Shazia Naureen, International Islamic University, Pakistan
Dr Rasheed O.Salam, Islamic University of Perlis, Malaysia
Dr. Jovita Villanueva, Bulacan State University, Philippines
Dr. Charu Khosla Gupta, University of Delhi, India
Assoc. Prof. Dr. Rosinah Mahmood, Open University of Malayasia, Malaysia
Dr. Sulaimon Jamiu Temitope, 17, Malate Street, Tanke, Nigeria
Dr. Ofelia Damag, DEPED Division of IGACOS, Philippines
Dr. Sadaf Zamir, Ahmed Air University, Islamabad, Pakistan
Prof. Dr. Victoria P. Valenzuela, Bulacan State University-College, Philippines
Dr. Janet Lynn Balagtey, Benguet State University, Philippines
Dr. Fouzia Ajmal, International Islamic University Islamabad, Pakistan
Dr. Vidyanjalie Abeygunawardena , Faculty of Education, University of Colombo, Sri Lanka
Dr. Rogelio D. Rasay, New Hope School of Agriculture and Fishery Inc., Philippines
x
Table of Contents Page No
ORAL PRESENTATIONS
INNOVATION & TECHNOLOGY (A)
A1 1. MisHaps: Kintsugi “The Art of Turning Difficulties into 02

Gold” Live Streaming Preparation for the Future
Entrepreneurial Culture
Audiffred_Hinojosa A, Castillo_Correa TJ and
Hernández_Aguilar LE
A2 2. Students’ Perceived Learning Experience and Continuance 03

Intention of Using Virtual Reality in Business Education
Morales-Rodriguez A, Ramirez-Vasquez N and Contrino M
A3 3. Estimating Students’ Attention in a Classroom from 04

Behavioral Observation with Computer Vision Techniques
Valdes-Ramirez D, Conant-Pablos SE, Ponce-Lopez R,
Dominguez A, Camacho-Zuniga C and Zavala G
A4 4. 0Learning Dyadic Data and Predicting Unaccomplished Co- 05

2Occurrent Values by Mixture Model
Nguyen L and Lanuza MH
A5 5. SEL4C: Technological Platform for the Development of 06

Social Entrepreneurship Ideas and Complex Thinking Skills
Vázquez-Parra JC, Lindín-Soriano C and Ramirez-Montoya
MS
A6 6. Social Entrepreneurship and Complex Thinking 07

Competencies with an Open Technology Platform: A Gender
Approach
Ramirez-Montoya MS, Vázquez-Parra JC and Echaniz-
Barrondo A
A7 7. Methodology for Assessing Dental Competencies Mediated 08

by Educational Technology
Presa JC, Beltran-Sanchez JA, Hambleton A, Reyes KL,
Dominguez A, Sosa AC and López AP
xi
A8 8. Learning for Life Through Mathematical Models and Active 09
Learning
Martínez- Lozano RP
A9 9. Use of Technology to Empower and Connect Women in 10

STEM
Dominguez A, Tejeda S, Zavala G, Verdugo-Castro S,
García-Holgado A and García-Peñalvo FJ
A10 10. Fred! An Innovative Gamification Web Platform to Enhance 11

Motivation in STEM Classes
Camacho-Zuñiga C, Rosas-Meléndez SA, Merino-Soto C,
Caratozzolo P, Dominguez A and Chans GM
A11 11. A Machine Learning Model of Knowledge, Skills, and 12
Abilities (KSA) for Industry 4.0 Workforce
Caratozzolo P, Chans GM, González-Gómez LJ, Rueda-
Castro V, Noguez-Monroy J and Zavala G
A12 12. Zooming into the Competence on Digital Media Literacy and 13
Attitude towards Technological Usage among Generaton Z in
Malaysia
Yuek Li K, Zakaria MAZM and Jumaat NF
A13 13. Development of Modules Based on Local Natural Resources 14

in Maluku in Project-Based Learning (PjBL) to Increase
Chemical Literacy and Entrepreneurial Interest of Class XII
High School Students on Macromolecular Materials
Salelatu V and Rohaeti E
A14 14. Students’ Cognitive Growth in Learning Basic Differentiation 15

Rules Using Desmos Classroom Activity Based on the Three
Worlds of Mathematics
Safarini TLSD, Darhim and Juandi D
A15 15. Working Students’ Encountered Challenges in Time of 16

Covid-19 Pandemic: Academic Support
Elladora S, Dionella H and Kintanar F

A16 16. Practice Teachers’ Perceived Challenges on the Teaching 17
Internship Implementation in the New Normal
Carreon M and Ponce JC
xii
MATHEMATICS EDUCATION (B)
B1 17. Level of Critical Thinking Ability of Prospective 18

Mathematics Teachers in Indonesia: A Systematic Literature
Review
Siahaan EYS and Dasari D
B2 18. Quality Of Students’ Mathematical Concept Understanding 19

Instruments Using the Rasch Model
Rusyid HK, Dinata FT and Suryadi D
B3 19. Learning Geometry and Algebra: Ethnomathematics on the 20

Grand Mosque of Al-Jabbar
Lutfi A and Martadiputra BAP
B4 20. Analyzing the Cognitive Academic Mathematical 21

Communication in an Online Distance Learning for Grade
11
Italia MJN and Roleda LS
VOCATIONAL EDUCATION AND TRAINING (C)
C1 21. Conceptual Framework for 7E Model on Achievement and 22

Retention of Motor Vehicle Mechanics Skills by Students of
Technical Colleges in Kano State, Nigeria
Shehu MA
C2 22. Effectiveness of Blended Learning in Functional Skills 23

Training among Higher Vocational Institutions in the
Western Economic Region of China
Hu Z, Chang YF and Ho MK
C3 23. Does the Future of Indian Architectural Education Lie in the 24
Past?
Shirodkar A and Gupta S

C4 24. Confronting GDP-Based Economic Growth with Other 25
Economic Growth Models
Vilaplana-Prieto C
xiii
SPECIAL EDUCATION AND AI EDUCATION (D)
D1 25. Social Capital of Students with Special Educational Needs in 26

Higher Education
Hrabéczy A and Pusztai G
D2 26. Integration and Inclusivity in Music Education 27

Kelemen H and Váradi J
D3 27. Integration of Life Skills Training in The Deaf Curriculum: 28

Can It Develop Children's Social Skills?
Cantika,VM and Rusman

D4 28. Augmented Reality to Enhance Student Engagement and 29
Learning in Education: A Systematic Review
Nesma E
TEACHING AND LEARNING (E)
E1 29. Self-Reflection of Online Tutors’ Roles in a Virtual Learning 30

Environment
Safiah MY, Kumar KPNPR and Mohd Tajudin MN
E2 30. Uncovering the Relationship between Socio-Demographic 31

Factors and Online Facilitator Performance
P.Rajesh Kumar KPN, Safiah MY and Mohd Tajudin MN
E3 31. Predictive Framework for Estimating the 3PL Model 32

Parameters of Mathematics Test Items
Balagtey JLSM
E4 32. Study on the Extent of Critical Thinking Skills Applied in the 33

Learning Process by Secondary Learners
Kannangara TD
E5 33. Text Simplification: Need-Based Instructional Material for 34

English Grade 7 Reading Comprehension Enhancement
Pacaldo, CMT and Nueva JC
xiv
E6 34. Students’ Corrective Feedback Preferences and Grammatical 35
Competence
Beronio AMGB and Borres TH
E7 35. Recreational Activity Leading to Academic Interest: A 36

Qualitative-narrative Study
San Miguel NV, Lagrada ED and Pascual EA
E8 36. Competency Improvement of Inclusive Elementary School 37

Teachers Through the Mentoring Program
Rasmitadila R, Megan Asri H, Teguh P, Hanrezi DH and
Reza R
E9 37. Project G.A.B.A.Y. (Gabay Aral Sa Baitang Anim Sa 38

Sipnayan Ng Makiling Elementary School): An MIS
Advocacy
Manangkil EA, Canta RM and Fulleros DD

E10 38. Rediscovering Traditional Games Post-Pandemic Social and 39
Emotional Learning SEL
Audiffred_Hinojosa A and Hernandez_Aguilar LE
E11 39. The practice of Pedagogical Digital Competence among ESL 40

Lecturers
Naim S
E12 40. Competence and Performance of Physical Education 41
Teachers in Public Schools: An Analysis of Various Learning
Delivery Modalities in Davao City
Lapesigue JC
E13 41. Enhancing Student Learning Through Multi-Collaboration 42

Industry Partnerships for Product Design Education
Esqueda-Merino D, Bargalló-Rocha A, García-García A,
Maldonado-Carrillo R and Chong-Quero JE
E14 42. Students’ Learning Motivation and Experience in Online 43
Private Tutoring: A Narrative Inquiry
Yung K
E15 43. Sentiment Analysis of Student’s Perspectives on the 44

Integration of a Fitness Application in Physical Education
Course Using Machine Learning Techniques
Dela Rosa APM and Abad RPP
xv
E16 44. Teachers’ Organizational Commitment, Citizenship 45
Behavior, Engagement, and Burnout in the Next Normal
Digamon JS and Prado N
E17 45. Teachers’ Performance in Relation to Social Emotional 46

Learning, Adversity Quotient, and 21st Century Skills
Pahayac A and Prado N
E18 46. Weekly 5 Revamping Questions in Relation to Solving Word 47

Problems with Reading Comprehension
Legisma YT
E19 47. 16 Assessing the Work Habits, Core Values, Creativity, And 48
Productivity of Generation Y Teachers in The New Normal
Abog M and Prado N
E20 48. BASC Licensure Examination for Teachers Performance: 49

Review and Enhancement of Institute of Education Strategic
Intervention Program
Sanchez CM, Mendoza MKAF and Adriano JP
E21 49. Empowering English Writing Skills: A Systematic Review 50

on The Impact of Project-Based Learning from The Tertiary
Education Teachers' Perspective
Azman NN, Abdul Rahman NA and Goh YS
EDUCATION IN THE DISCIPLINE (F)
F1 50. Research Experience (CURE) in a thermodynamics Course: 51

Assessing Persistence in Science among Undergraduate
Students in Mexico
Rosas-Meléndez SA, Álvarez-Siordia FM, Chans GM and
Almanza-Arjona YC
F2 51. Gender Equity in STEM: Insights from Competence-Based 52

Engineering Education
Chans GM, Dominguez A, Caratozzolo P, Zavala G and
Camacho-Zuñiga C
xvi
F3 52. Enhanced Manufacturing Engineering Education through 53
Frugal Innovation
Rodriguez CA, Vazquez E, Garcia-Lopez E, Cuan-Urquizo E,
Lopez-Botello O, Hendrichs N and Romero D
F4 53. Context Design Principles to Encourage and Facilitate 54
Engagement and Imagination in Mathematics Learning
Rodriguez R and Bourguet RE
F5 54. R Programming in Senior High School Quantitative 55

Research: Its Influence on Students’ Data Analysis
Performance and Anxiety
Lumacad GS
F6 55. Math Appreciation: Exploring the Antidote for Math Anxiety 56
Pascual EA and San Miguel NV
F7 56. Promoting Mathematical Communication Skill Through 57

Desmos – Elpsa Based Activity in Teaching Quadratic
Function Graph
Faradillah Haryani
F8 57. Evaluating the Readability of Practical Research Outputs of 58
Senior High School Students Using Gunning Fog Index: An
Exploratory Study
Cagas RLD
F9 58. The Connection between Art Education and Creativity 59

Arshia I
F10 59. The Application of the Competency-Based Education in 60

Secondary School Mathematics Education in Sri Lanka
Fairoz FR
F11 60. Tracer Study: Its Contribution to the Employment Status, 61
Professional Growth and Competencies of Graduates
Parcasio IG, Alawas DE, Yango DM, Colinang DCL,
Lascano EA, Allay BB, Dolendo RB, Lubrica PA, Capili AC,
Cuevas JP, Cuadra IC, Angiwan ES, Los-ok M, Marquez HM
and Quijano GD
xvii
F12 61. Effectiveness of Footwork and Handwork Drills in Enhancing 62
the Female College Student’s Dribbling Skills
Banawan RC
F13 62. Sustainability Driven Design Education – Need for 63

Revamping Curriculum to Promote Sustainable Practices in
Built Environment
Munagala L and Jothilakshmy N
F14 63. Influence of School-Based Feeding Program on Academic 64

Performance of Wasted and Severely Wasted Junior High
School Learners in Talangan Integrated National High School
Monfero GC and Baldovino KR
SOCIETY AND EDUCATION (G)
G1 64. The Role of School Support Staff in Strengthening the 65

Relationship between Parents and the School
Dan BA, Csók C, Alter E, Bacskai K and Pusztai G
G2 65. Parents’ Role in Mentoring 66

Godó K and Godó I
G3 66. Teachers' Views of Their Respective Roles in Parental 67

Involvement - Supporting Parents in a Resilient Way
Fekete EK, Ceglédi T, Balogh J and Mándoki R

G4 67. Parental Involvement: Collaborative Teacher-Parent 68
Communication
Szabó D and Kocsis Z

G5 68. Family–SEN School Collaboration and Its Importance in 69
Guiding Educational and Health-Related Policies and
Practices in the Hungarian Minority Community in Romania
Dan BA, Kovács KE, Bacskai K, Ceglédi T and Pusztai G
G6 69. Broken Stereotypes? Parental Involvement in Roma 70

Students’ School Careers
Horváth A, Ceglédi, Alter E, Godó K, Godó I, Papp H and
Tóth E
xviii
G7 70. The Comparison of Parental Involvement of Public and 71
Church-Run Schools
Pusztai G, Demeter-Karászi Z, Major E and Puskás M
G8 71. Homeschooling: A Liberating Education 72
Winata W
G9 72. The Implication of Senior High School Students’ Views on 73

the Implementation of Indonesian Language (L1) in The
English (L2) Compulsory Class for Translanguaging
Pedagogy
Ningsih YDR
G10 73. Cross-cultural Collaborative Research: Lessons from a 74

Collaborative Participatory Action Research Project
Napasu A, Haihavu L, Elisha J, Sailo D and Tasker C
G11 74. How to Deal with Controversial Issues in Higher Education: 75

Nursing Education as an Example
Al-Motlaq M
G12 75. Parental Involvement in Supporting Artificial Intelligence 76

(AI) as A Future Education Tool for Autism Spectrum
Disorder (ASD)
Rusli NA, Bacskai K and Szabó F
LANGUAGE, TECHNOLOGY-ENHANCED TEACHING AND LEARNING (H)
H1 76. Investigating Learning Management System Adoption in 77

Higher Education: A Technology Acceptance Model
Perspective
Marcelo JG, Ayunar GS, Bonifacio KLA, Bonifacio MBA,
Buntod RM, Casildo NJG, Talandron-Felipe MMP and
Verula VT
H2 77. Undergraduates' Perceptions of Using YouTube in Improving 78
Vocabulary Learning
Aziz NAA and Sivaperegasam STR
xix
H3 78. The Effectiveness of Task-Based and Text-Based Instruction 79
in the GRADE III Learners’ Reading Comprehension Skills
Enguito PMG
H4 79. Private English Language Tuition and the Significance of 80

Cultural Capital
Hegedűs G
H5 80. HInternet of Things: Technology-Enhanced Cultural 81

7Management and Digital Humanities Laboratory
Moreno-Nava I
H6 81. The Online Critical Teaching Modelling: A Framework for 82

Effective Online Education
Jimenez VD and Lanuza MH

H7 82. Emotional Intelligence and Digital Literacy on Professional 83
Competence of Basic Education Teachers’
Santillan KFB and Escarlos GS
TEACHING EXPERIENCES, PRACTICE HIGHER EDUCATION,

EDUCATIONAL SYSTEMS AND POLICIES (J)
J1 83. Teachers as Influencers? - The Education Influencer Concept 84

in Hungary
Szabó D and Dani E
J2 84. Family Influences Affecting Student Achievement in 85

Vocational Training
Dorogi A
J3 85. Using Lean Management Principles for a Greener Emergency 86

Appendicectomy Pathway
Jangra V, Hotouras A, Khalaf H and Sharma S

J4 86. Teachers’ Aspirations on the Change in Teaching and 87
Learning and Actual Implementation of Classroom Teaching
Practices
Roshafiza H and Harvindar K
xx
J5 87. Multicultural Leadership Competencies, Team Management 88
Skills, Managerial Decision Making, and Work Behavior
among School Heads
Ubaub J
HIGHER EDUCATION (K)
K1 88. The Critical Elements of Online Education: The Assessment 89

of Planned and Implemented Aspects
Jimenez VD
K2 89. Developing Industry 4.0 Skills: A case study for Engineering 90
Students
Esqueda-Merino DM, González-Sarmiento GA, Morano-
Okuno HR, San Vicente-Cisneros AR, López-Rojas AD and
Quintero-Fernández DA
K3 90. City College of Calamba-City Government of Calamba Joint 91

Project: The Evaluation of the Free Civil Service Examination
Review Program
Lanuza MH, Aligam NP, Barrion LO, Gonzales RA and
Orajay JA
K4 91. Evaluating the Effectiveness of The Pre- and Post-test Model 92

of The Civil Service Examination Review Program for LGU
Employees
Lanuza MH Aligam NP, Gonzales RA and Barrion LO
K5 92. Real Numbers Really Problematic for High School Students 93
Saleem T and Aziz S
K6 93. Exploring CHATGPT for Academic Purposes in Higher 94

Education
Hernández-Rodríguez F and Guillén-Yparrea N
K7 94. Empowering Bioengineering Competencies Through Key 95

Strategies in the Teacher-Education Partner-Student Axis
Rodríguez-Martínez V, Carrillo-Nieves D and García-
Cayuela T
xxi
K8 95. Technological Advancement as Innovative Trend in 96
Instructional Design
Ajaz N and Mughal I
TEACHER EDUCATION, COUNSELLING, GUIDANCE & ADJUSTMENT IN

EDUCATION (L)
L1 96. Navigating Practicum in the New Normal: Early Childhood 97

Education Pre-service Teachers’ Experiences
Abiero XPN
L2 97. Capturing Early Childhood Educators’ Learning Process in 98
the New Normal: A Case Study of a Group Childcare Center
in British Columbia, Canada
Villamera I and Chavez J
L3 98. Same Disease, Different Perspectives: An Example of 99

Multidisciplinary Teaching in the Early Years of Health
Careers
Zapata-Garrido AJ, Méndez-Reguera EA and Guzmán-
Brambila C
L4 99. Optimizing Learning Experience through Understanding the 100
Effect of Information Density on Memory: Evidence from a
Recognition Memory Test
Wallenberg J, Fadhilah SN, Smulders T and Cuskley C
L5 100. Raising Naturalistic Intelligence towards Increasing 101

Academic Performance: Environmental Activities Alongside
Learning
Pascual EA
L6 101. Bridging the Gap in Traditional School Science Teaching by 102

Exploring Effectiveness of Creating Virtual Simulator &
Game by Students
Pratibha Y
L7 102. Is TikTok Recommended to Be Used in Learning? 103
Otu R, da Silva VR and Pujiriyanto
xxii
L8 103. Conceptual Framework to Establish Guidance and 104
Counselling Services Centres at Higher Education Institutions
Batool F and Malik S
L9 104. Enhancing Teaching and Learning of Psychomotor Skills in 105

Engineering Laboratory Courses during Open and Distance
Learning: An Empirical Study from Malaysian Students’
Perspectives
Noh N, Mat Isa CM, Tukiar MA, Tahir W, Oh CL, Chiew FH,
Mohd Nor NA and Moses GRP
L10 105. Influence of Self-Regulated Learning Strategies and 106

Epistemological Belief on Grade 11 Students’ Academic
Performance
Maisa DDM
DIGITIZATION, MACHINE LEARNING AND DEEP LEARNING AT SERVICE

OF EDUCATION (M)
M1 106. Enhancing Geometrical Dimensioning and Tolerancing 107

Proficiency: A Practical Approach to Training and Learning
Mohamed A and Hassanor MT
M2 107. Discovering Potential of Personalized Learning with 108

Adaptive Technology to Foster Self-Mastery in Learners
Palanisamy P and Suryani A

M3 108. The Metaverse, A Space for Learning Assessment 109
Hernández LS, Carrillo JG and Rivera RA
M4 109. Workout in the Gym: An Effective Stress Management 110

Practice
Daños JN and Prado N
xxiii
TECHNOLOGICAL ADVANCEMENTS & INNOVATIONS IN FUTURE
EDUCATION (N)
N1 110. Suicide Prevention in Health Sciences´ Students: Identifying 111

Risk and Creating Awareness
Solis-Pena R and Méndez-Reguera EA
N2 111. Higher Education Assessment at Crossroads on the Use of 112

ChatGPT
Chinengundu T
N3 112. Assessment and Utilization of Digital Library Services in the 113

New Normal: Implications to Students’ Academic
Application
Platino EC
N4 113. Educators’ Perception on the Rise of AI ChatGPT for 114

Authentic Assessment of Outputs
Atencio CM and Mirabueno I
N5 114. Students’ Conceptual Understanding and Critical Thinking 115

Skills in Mathematics Via Vodcast
Melliza M
TEACHING EXPERIENCES, PEDAGOGY, PRACTICE & PRAXIS, LANGUAGE

DEVELOPMENT (Q)
Q1 115. Preschool Teachers’ Lived Experiences in Modular Distance 116

Learning in Two Remote Schools
Agne KS
Q2 116. Library Staff Working Conditions and Well-Being: 117
Implications to Their Work Engagement in the New Normal
Abao LR
xxiv
Q3 117. Gamified Instruction and the Learning Outcomes and 118
Interest in Science of Grade Seven Students
Mercado SC and Montaña RC
Q4 118. A Systematic Review of Metadiscourse Analysis of ESL 119

Essays
Mat Zali M, Nurul Ajleaa AR and Che Mat A
EMPOWERING EDUCATION THROUGH PROJECT-BASED LEARNING AND

DIGITAL TOOLS (R)
R1 119. Unleashing the Power of Project-Based Learning: A 120

R1 1. Systematic
UnleashingReview on Enhancing
the Power Writing Skills
of Project-Based amongA
Learning:
Tertiary Education Students
Systematic Review on Enhancing Writing Skills among
Tertiary Education Students
Nurul Farihah R, Nurul Ajleaa AR and Goh YS
Nurul Farihah R, Nurul Ajleaa AR and Goh YS
R2 120. Conceptualizing Project-Based Learning Model in 121
R2 2. Enhancing EnglishProject-Based
Conceptualizing Writing SkillsLearning Model in
Enhancing English Writing Skills
Chen C, Nurul Ajleaa AR and Goh YS
Chen C, Nurul Ajleaa AR and Goh YS
R3 121. Parents' Perceptions of Life Skills Education for 122
R3 3. Empowering Secondary
Parents' Perceptions of School Students:
Life Skills A Qualitative
Education for
Exploration
Empowering Secondary School Students: A Qualitative
Exploration
Maqsood F, Malik S and Jumani NB
Maqsood F, Malik S and Jumani NB
R4 122. Perception of Secondary Level Student About Social Media 123
R4 4. asPerception
a LearningofToolSecondary Level Student About Social Media
as a Learning Tool
Waqar S and Fakhar G
Waqar S and Fakhar G
R5 123. Student’s Views on Writing Tools’ Role in Improving Their 124
R5 5. Writing Skills
Student’s Views on Writing Tools’ Role in Improving Their
Writing
Quitos A, Skills
Cepeda VBA, Febrio JK, Mejos AJ, Nuer KM and
Sablas
QuitosMS
A, Cepeda VBA, Febrio JK, Mejos AJ, Nuer KM and
Sablas MS
EMPOWERINGLANGUAGE EDUCATION
EDUCATION AND LITERACY (S)
THROUGH PROJECT-BASED LEARNING AND
DIGITAL TOOLS (R)
S1 124. What Do theEDUCATION

LANGUAGE Students Say about
ANDSocial Networking
LITERACY (S) Sites as 125
a Language Learning Tool? A Study from Indonesia
Tambunan ARS, Sari WS and Rasmitadila
xxv
S2 125. How far English Language Teachers’ Attitudes towards 126
Blended Learning Impact Their Teaching Practices in
Language Classrooms
Emara TMI
S3 126. MyOn Application for Reading-for-pleasure Activities: 127
Practice, Benefits, and Challenges
Pertiwi IE and Purnawarman P
S4 127. Changing Student Perception of the Aesthetic Experience 128

Using Artificial Intelligence in a Higher Education
Institution in Northwestern Mexico
Baena JC and Olivas EC

S5 128. Humanoid Robot as an Innovative Tool to Accelerate 129
Mechatronics Engineering Students Learning
Belmonte-Izquierdo R and Rodríguez-Calderón R
STEM EDUCATION (T)
T1 129. How STEM Education Research Conducted in Mathematics 130

STEM EDUCATION (T)
Learning in Indonesia? A Systematic Literature Review
Mukhibin A and Herman T
T2 130. High School Students’ Ontogenic Obstacles in Solving Solid 131

Geometry Problems Viewed From Spatial Ability
Pertiwi S, Dasari D and Sumiaty E
T3 131. Enriching STEM Students’ Conceptual Understanding of 132

Basic Calculus Concepts through Python Programming
Godinez CDO
T4 132. Professional Development of English Foreign Language 133

Teachers in Indonesia: Non-English Education Graduate
Teachers
Dewi M and Kurniawan E
xxvi
BUSINESS INDUSTRY AND ECONOMICS EDUCATION (U)
U1 133. Parental
BUSINESS Involvement
INDUSTRY AND at home throughEDUCATION
ECONOMICS the eyes of teachers
(U) 134
in Roma and/or disadvantaged majority schools
Balogh J, Mándoki R and Fekete EK
U2 134. Islamic Human Resource Management Strategic Planning, 135

Practices, Commitment, and Organizational Performance of
Bangsamoro Region
Hanafe LA
U3 135. Overcoming Numeracy Enigma through Mathematics 136

Manipulative Tools
Ramirez CR and Tabirao KU
TEACHING AND LEARNING: CURRICULUM DESIGN & DEVELOPMENT (V)
TEACHING AND
136. LEARNING:
Technological CURRICULUM
Advancement DESIGN & DEVELOPMENT
as Innovative Trend in (V)
V1 137
Instructional Design
Ajaz N and Mughal I
V2 137. Work-Text (W-EXT) Application: A Localized Learning 138

Resource Material in Afro-Asian Literature
Limongco EE
V3 138. Anticancer Activity, Antimicrobial Activity and Brine 139

Shrimp Lethality Bioassay Fractions of Ficus platyphylla
DEL.Stem Bark
Sadiq IS, Choudhary MI and Yusuf S
V4 139. Cultural Transition Experiences of Southeast Asian Third 140

Culture Individuals
Yang EP
xxvii
MATHEMATICS AI AND EDUCATION (W)
W1 The Development AI
140. MATHEMATICS of AND
Cultural-Based
EDUCATION Mathematics
(W) Media 141
using Augmented Reality 3D with Ethnomathematics
Concept to Support Independent Learning
Rassyi SF
W2 141. Prompt Design for The 21st Century Classroom: A ChatGPT 142
Approach
Sanif NI
W3 142. The Resilience of Teacher Education Institutions in A Post- 143

Pandemic Time: A Comprehensive Teacher Education
Model in Calabarzon
Lanuza MH, Gonzales RA and Aligam NP

W4 143. Student Engagement in Online Instruction: Opportunities & 144
Possibilities in Tertiary Education
Garcia AC
EMERGING TRENDS IN EDUCATIONAL TECHNOLOGY: IMPACT AND

ASSESSMENT (X)
X1 144. BSU-CTE Graduates’ Workplace Behavior 145

EMERGING TRENDS INEL
Feliciano EDUCATIONAL TECHNOLOGY: IMPACT AND
ASSESSMENT (X)
X2 145. Social Media: Its Influence on the Comprehension Skills of 146
Students
Sabid MT
X3 146. Structural Model of The Work Habits, Values, Creativity, 147

and Productivity of Generation Y Teachers in The New
Normal
Abog M and Prado N

X4 147. Unveiling the Impact of 21ST Century Technological 148
Pedagogical and Content Knowledge (TPACK-21) and
Demographic Factors on Technostress Among Public High
School Teachers
Edmavette LFM, Larry LS, Irene MS, Edgar MA and Denis
AT
xxviii
HIGHER EDUCATION IN DISCIPLINE (Y)
Y1 148. HIGHER
Measuring EDUCATION IN DISCIPLINE
Sustainability: The (Y)
Accounting Dimension 149
Hussey R
Y2 149. Academic Performance in Accounting Exams: Perceptions 150

and Experiences of International Students
Ong A
Y3 150. Characterization of Higher Education Technological and 151
Physical Spatial Injustices: Cases from Selected Sub-
Saharan Higher Education Institutions
Khumalo SS
Y4 151. Social Work Students and the Learning Needs 1512

Nada E
Y5 152. The Analysis of the Oral Proficiency Skills of the Three 153
Specialization Majors in the Research Course
Rizal AG,, Lanuza MH and Angay KV
Y6 153. Readiness of Pre-Service Teachers in Blended Learning: 21st 154

Century Reading Learning Environment
Kintanar FC, Elladora ST and Enricoso, CM
HIGHER EDUCATION AND TEACHING, LEARNING (Z)
Z1 154. Utilization of Online Platform for PACE Students: Basis for 155
HIGHER theEDUCATION
Development ofANDPACE TEACHING, LEARNING (Z)
Policy Manual
Balbis JA
Z2 155. Analysis on the Need of Scholarship for the Poor Students at 156
International Islamic University Islamabad (need
Assessment)
Awan N
xxix
Z3 156. The Implementation of Unified Financial Assistance System 157
for Tertiary Education (Unifast): Its Benefits and Privileges
Visto N, Recullo J, Pedroza M, Paran M, Quirol D,
Paradero S, Primor M and Supranes F
Z4 157. When Health does not Equate with Wealth: The Health 158
Practices and Challenges of the Talaandig Tribe in
Bukidnon, Philippines
Arroy V, Arroyo R and Marapao AM

Z5 158. Cultural Values Restoration: Implications to the Design and 159
Development of Instructional Materials
Dacillo EY
Z6 159. Fruition of Obedience: A Plot Genotype Theoretical Model 160

of Agusan Manobo Folk Narratives
Dacillo EY
POSTER PRESENTATIONS (P)
P1 160. 3D Printing and Playful Tools in Teaching Multivariable 162

Calculus for Engineering Students
POSTER PRESENTATIONS (P)
Pérez M, Rafael B and Saúl J
P2 161. Acceptance of Multicultural Identity and School Adjustment 163
in Students from Multicultural Families
Jang H, Jang B and Song H

P3 162. Direct Supervision Model in Undergraduate Students in 164
Health Areas: Clinical and Health Psychology
Aguilar-de León D and Garza-Olivarez X
P4 163. Development of Interactive Teaching Resources (ITR) In 165

Technology and Livelihood Education (TLE) Using
Wordwall Application
Santos JM., Abelgos AH and Lomerio NP

P5 164. Gerakan Nasional Pemberantasan Buta Matematika 166
(GERNAS TASTAKA): An Initiative Aimed to Improve
Mathematics Education in Indonesian Elementary Schools
Ramli DPS, Pustaka A and Sofiyana H
xxx
P6 165. The Effects of Prior Knowledge in Serious Game on 167
Learning Achievement and Cognitive Load: Taking Color
Mixing Concept Teaching as an Example
Hsi-Hsun Yang
P7 166. Assessing Clinical Competencies as a Motivational 168
Interview Using the Objective Structured Clinical
Examination (OSCE) in Psychology Training
Garza-Olivares X and Aguilar-de León D
P8 167. Teachers and Administrators’ Perceptions, Benefits and 169

Challenges in the Utilization of Open Educational Resources
(OER) in Teaching Life Sciences
Vijuan C and Martin A
P9 168. The Influence of Competition and Cooperation on Students’ 170

Fear of Failure: The Moderating Role of Growth Mindset -
Evidence from PISA 2018
An Y, Li L and Wei X
P10 169. The Impact of Test-Optional Policies on the Quality and 171
Equity of Education in American’s Selective University
Li LI, Yi AN and Xiaoman WEI
xxxi
The 6th International Conference on Future of Education 2023 (Future Edu 2023)
ORAL PRESENTATIONS
Page | 1
A1 [01]
MISHAPS: KINTSUGI “THE ART OF TURNING DIFFICULTIES INTO GOLD”
LIVE STREAMING PREPARATION FOR THE FUTURE ENTREPRENEURIAL
CULTURE
Audiffred_Hinojosa A*, Castillo_Correa TJ and Hernández_Aguilar LE
Instituto Tecnológico y de Estudios Superiores de Monterrey, México

*arlette.audiffred@tec.mx .com
ABSTRACT
MisHaps – a diminutive of the English word “mis-happenings” – was an initiative that offered the
opportunity to turn failure around and turn it into learning. In this project, the Japanese technique
Kintsugi was used. The Kintsugi technique of repairing pottery with gold is based on the meaning we
give to failure and what we have learned about it. The goal is to recognize the learning that comes
from every failure because failure is one of the main obstacles toward success. Recognizing mistakes
helps to obtain basic skills and values for life. The first step was to explain to students the Japanese
Kintsugi technique, to give them a guideline to think about some setbacks they have had during their
last 3 years of high school and from which they have obtained an apprenticeship. The students first
made a 4–5-minute video script and prepared to share their Mishap-Learning via YouTube Live
Stream. There were weekly sessions with 7 students presenting their MisHaps to the rest of the group,
at a question-and-answer time. Recognizing that our mistakes allow us to learn and improve avoiding
recidivism by putting the facts into perspective, using YouTube Live Streaming with the Kintsugi
method shows how vulnerability can become strength and beauty. The activity was helpful in the
development of the writing, interpretation and communication skills that are required in the
production of audiovisual pieces focused on entertainment, helping the student acquire skills that may
be relevant for their future, like working on non-verbal language, scene composition, video editing
and adding effects; these are very interesting skills to work on and gaining experience in this field can
be very beneficial for the student. At the end of the activities, a satisfaction survey was applied to the
120 students attending social entrepreneurship class in the January-May 2022 semester. In the
satisfaction survey with a Likert scale from 1 to 5, where 5 is very satisfactory and 1 unsatisfactory,
results of 4.98 were obtained with a standard deviation of 0.52. The students mentioned that they liked
the activity especially because it showed them that everybody has setbacks and that we all thrive in
our lives and that we can all learn from each other and be supportive toward others.
Keywords: live stream, positive emotions, kintsugi technique, entrepreneurial culture, Social and
Emotional Learning SEL
Page | 2
A2 [02]
STUDENTS’ PERCEIVED LEARNING EXPERIENCE AND CONTINUANCE
INTENTION OF USING VIRTUAL REALITY IN BUSINESS EDUCATION
Morales-Rodriguez A*, Ramirez-Vasquez N and Contrino M

1
Management and Leadership Department, Business School, Tecnologico de Monterrey,
Mexico
2
Digital Education, Business School, Tecnologico de Monterrey, Mexico
3
Marketing and Analysis Department, Business School, Tecnologico de Monterrey, Mexico
*adrianamorales@tec.mx
ABSTRACT
Improving online learning through meaningful collaborative experiences is a challenge that higher
education institutions are facing nowadays. In recent years, the usage of immersive reality programs
based on gamification to enhance or support learning has increased substantially. This paper aims to
provide a deeper understanding of students’ assessment of a learning experience and its impact on the
continuance intention of using virtual reality in business education. The present study was conducted
during Fall 2022 in a synchronous online business course with students distributed across 11
campuses in Mexico. A rally activity was held using a web-based virtual reality tool called Virtual
Campus. It consisted of seven stations where students had to collaborate to answer different questions
regarding conscious capitalism. Once the rally had finished, 56 students answered a survey intended
to assess the quality of the learning experience and their continuance intention of using virtual reality
in other courses. Findings indicate that students evaluate two dimensions of their learning experience:
outcome (in-depth comprehension of course concepts, dynamism to apply knowledge, and motivation
to collaborate) and process-related (emotional attachment, engagement, and immersion in the
activity). The results also indicate that the process-related dimension of the learning experience has
the highest correlation with the overall assessment. In addition, it was found that while both
dimensions had an impact on the continuance intention of using virtual reality, the outcome dimension
has the highest correlation. These findings contribute significantly to the existing literature and
highlight the importance for educators to pay particular attention to these dimensions from the
moment the activity is designed. Students must realize it is not only a fun activity, but it also has an
educational purpose.
Keywords: higher education, educational innovation, web-based virtual reality, learning experience,
continuance intention, gamification
Page | 3
A3 [03]
ESTIMATING STUDENTS’ ATTENTION IN A CLASSROOM FROM
BEHAVIORAL OBSERVATION WITH COMPUTER VISION TECHNIQUES
Valdes-Ramirez D1, Conant-Pablos SE2,1, Beltran-Sanchez JA1,4, Ponce-Lopez R3,

Dominguez A4,5, Camacho-Zuniga C1,2 and Zavala G1,5*
1
Institute for the Future of Education, Tecnologico de Monterrey, Mexico
2
School of Science and Engineering, Tecnologico de Monterrey, Mexico
3
School of Government and Public Transformation, Tecnologico de Monterrey, Mexico
4
School of Medicine and Health Sciences, Tecnologico de Monterrey, Mexico
5
School of Engineering, Universidad Andres Bello, Chile
*genaro.zavala@tec.mx
ABSTRACT
Some recent research studies have addressed the attention assessment of participants during online
meetings. Advances in artificial intelligence and the isolation period due to the COVID-19 pandemic
have favored such research. However, measuring participants’ attention in fully presential meetings,
particularly in large classrooms, is challenging and has yet to be undertaken. Another demanding
scenario for determining the students’ attention is when professors start a course with a new group of
students. To help with that issue, artificial intelligence algorithms can be trained with experience
acquired from professors. Such algorithms with an appropriate camera distribution can assess the
attention of all students in a classroom, providing the professor with a dashboard with information
about the students’ attention. As a result, professors can adopt new teaching strategies according to
the group’s level of engagement. In this work, we propose a computer system to provide real-time
information about students’ attention in a classroom during a lecture. This system performs three
computer vision tasks, pose estimation, students’ face orientation, and emotion detection from faces.
Such algorithms implement deep neural networks using existing libraries (Yolo and EfficientNet),
which provide fast object detection and image classification as required for real-time attention
estimation. Our proposal focuses on attention estimation as one of the components of more complex
concepts like student engagement.
Keywords: higher education, educational innovation, students’ attention, computer vision, emotion
detection, pose estimation
Page | 4
A4 [04]
LEARNING DYADIC DATA AND PREDICTING UNACCOMPLISHED CO-
OCCURRENT VALUES BY MIXTURE MODEL
Nguyen L1* and Lanuza MH2

1
Loc Nguyen’s Academic Network, Vietnam
2
Philippine Normal University, Manila, Philippines
*ng_phloc@yahoo.com
ABSTRACT
Dyadic data which is also called co-occurrence data (COD) contains co-occurrences of objects where
these objects are indexed and grouped into two finite sets. It is necessary to model dyadic data by
applied mathematical tools because dyadic data analysis is interesting and important to many
applications relating to indexed two-dimensional data such as image processing and recommendation
collaborative filtering. Fortunately, finite mixture model is a solid statistical model to learn and make
inference on dyadic data because mixture model is built smoothly and reliably by expectation
maximization (EM) algorithm which is suitable to inherent spareness of dyadic data. This research
summarizes mixture models for dyadic data, in which there are three well-known models such as
symmetric mixture model (SMM), asymmetric mixture model (AMM), and product-space mixture
model (PMM) which are described by beautiful mathematical proofs and explanations derived from
EM algorithm. Objects in traditional dyadic data are indexed as categories and so their potential real
values are concerned because of potential applications and extensions of dyadic data analysis. For
instance, when each co-occurrence in dyadic data is associated with a real value, there are many
unaccomplished values because a lot of co-occurrences are non-existent. In the research, these
unaccomplished values are estimated as mean (expectation) of random variable given partial
probabilistic distributions inside dyadic mixture model. The estimation result is solid due to support of
EM algorithm. In general, this research is a pedagogical tutorial in which mathematical results from
EM algorithm are used to explain and extend models of dyadic data analysis.
Keywords: dyadic data, co-occurrence data, expectation maximization (EM) algorithm, mixture
model
Page | 5
A5 [05]
SEL4C: TECHNOLOGICAL PLATFORM FOR THE DEVELOPMENT OF SOCIAL
ENTREPRENEURSHIP IDEAS AND COMPLEX THINKING SKILLS
Vázquez-Parra JC1*, Lindín-Soriano C2 and Ramirez-Montoya MS1

1
Institute for the Future of Education, Tecnologico de Monterrey, México
2
University of Barcelona, Barcelona, Spain
*jcvazquezp@tec.mx
ABSTRACT
Competencies such as entrepreneurship and social innovation are valuable skills to address global and
local challenges, as they offer more viable, focused and sustainable alternatives to philanthropy or
altruism. However, it is critical that future entrepreneurs receive proper mentoring to make their social
entrepreneurship ideas a reality. In this context, this study describes the results of a process of
implementation of a methodology that, through an open education technological platform, diagnoses,
promotes and evaluates the development of the perceived level of achievement of the social
entrepreneurship competence, as well as of complex thinking. From a set of self-managed activities
by users, this methodology seeks to contribute to the affordability of learning in social
entrepreneurship regardless of the discipline, institution, geographic region or socioeconomic
situation of the students. For this study, 176 participants were considered, with 112 in the
experimental group and 64 in the non-intervention control group. Methodologically, a multivariate
descriptive statistical analysis was performed using R software considering the analysis of means and
standard deviations, violin plots, correlation analysis, Principal Component Analysis (PCA), bi-plot
analysis of shape (i.e., α = 1) and t-test to measure significance in mean differences. Results indicated
that the methodology, from the use of its technological platform, is effective in the development of
both competencies, which increased 6% after the intervention. In addition, specifically, the complex
thinking competency showed statistically significant differences between the results of the
experimental group and the control group, p < .001. These results are not only valuable in the
development of cross-cutting skills, but also in promoting the accessibility of social entrepreneurship
education as a valuable competency for lifelong learning.
Keywords: educational innovation, social entrepreneurship, complex thinking, competencies, higher

education
Page | 6
A6 [06]
SOCIAL ENTREPRENEURSHIP AND COMPLEX THINKING COMPETENCIES
WITH AN OPEN TECHNOLOGY PLATFORM: A GENDER APPROACH
Ramirez-Montoya MS1, Vázquez-Parra JC1* and Echaniz-Barrondo A2

1
Institute for the Future of Education, Tecnologico de Monterrey, México
2
University of Deusto, Bilbao, Spain
*jcvazquezp@tec.mx
ABSTRACT
In addition to specialized training in a discipline, there are cross-disciplinary skills that are relevant to
lifelong learning. One such skill is complex thinking, which involves the ability to integrate different
reasoning to solve problems. To ensure that all students can achieve the same professional learning
goals, this paper presents the results of an analysis of the level of perceived achievement of the
complex thinking competency as a result of the use of an open education technology platform that,
based on a set of self-managed activities, diagnoses, develops and evaluates the perceived
achievement of the social entrepreneurship competency. The objective is to identify the existence of
significant differences in the development of both competencies between men and women in a group
of students at a technological university in Mexico. Methodologically, a multivariate descriptive
analysis was performed using arithmetic means, standard deviation, boxplot analysis, violin plot
analysis and a scatter plot with lines of central tendency. In addition, a t-test analysis with a p-value of
90% was performed to identify the level of significance of the mean values obtained by gender. As a
finding, it is confirmed that there is a statistically significant gender gap both in the development and
in the level reached in the perception of achievement of both competencies (social entrepreneurship =
0.007 p-value; complex thinking = 0.068 p-value), with women showing better results than men after
using this technological platform. This study highlights the need to design technological tools for the
development of disciplinary and cross-disciplinary competencies from a gender perspective, with the
intention of promoting educational innovations that guarantee lifelong learning in an equitable
manner.
Keywords: future of education, complex thinking, gender gap, higher education, educational
innovation
Page | 7
A7 [07]
METHODOLOGY FOR ASSESSING DENTAL COMPETENCIES MEDIATED BY
EDUCATIONAL TECHNOLOGY
Presa JC1, Beltran-Sanchez JA1,2*, Hambleton A1, Reyes KL1, Dominguez A1,3, Sosa AC1,
and López AP1

1
School of Medicine and Heatlh Sciences, Tecnologico de Monterrey, Mexico
2
3
*jbeltrans@tec.com
ABSTRACT
Competency-based educational models represent a paradigm shift in conceiving the teaching/learning

process, changing curricular structures, new teaching roles and responsibilities, and improving
strategies and techniques to assess knowledge, skills, and attitudes relevant to professional
performance. This study proposed a methodology based on an Assessment Center for evaluating
dental competencies mediated by educational technology. The assessment methodology consisted of
giving students documented clinical cases with 3D-printed bone components for their analysis,
diagnosis, and treatment while they were recorded in Gesell-type rooms. The thinking-aloud
technique, a competency checklist, feedback, and a STAR (Situation, Task, Action, Result) interview
were used to evaluate students’ performance. The validation consisted of a mixed-method study. A
quantitative component compared three groups using a quasi-experimental design, and a qualitative
component collected students’ experiences via focused-group discussion. The quantitative results
indicate no statistically significant differences in the analysis of scores, taking course exams, and final
grades as references. However, the students who participated in the experimental group obtained the
highest scores. The qualitative results indicated that the students were satisfied with the methodology.
Students argued that it allowed them to reflect upon their learning, to be aware of their competency
development, and to identify their areas of opportunity, interpreting them as a learning experience. It
is concluded that this methodology provides students with certainty and security about their learning
and is helpful for educational programs in terms of accomplishing graduation competencies.
Moreover, the authors highlight the possibility of applying this proposal in other areas of education
beyond dental education. This proposal gives students and teachers a new meaning of evaluation as a
learning moment and of technology as a support in the education process.
Keywords: assessment, competencies, dental education, educational technology, educational

innovation, higher education
Page | 8
A8 [08]
LEARNING FOR LIFE THROUGH MATHEMATICAL MODELS AND ACTIVE
LEARNING
Martínez- Lozano RP*
Math Department, Faculty, Tec de Monterrey, México

*roberto.martinez@tec.mx
ABSTRACT
The objective of this study is to promote meaningful learning in the students through active learning,
through a real and common situation that contextualizes the topic of mathematical models and
develops a reflection regarding students’ way of acting as young people, as well as the impact they
could have not only on themselves but with others. The great challenge that we have as teachers is to
ensure that our students have significant learning in the subject of mathematics, in such a way that not
only does knowledge remain, but also that they know the application of the topics that are seen in
class. This research seeks to promote meaningful learning in students through active learning with
respect to mathematical modeling through a current and real situation in young students, generating an
impact in their way of acting and learning for life. For this study a survey was carried out in which
the Likert scale from 1 to 6 was used. The results of this study showed not only an improvement in the
understanding of the concepts of real-life behaviors and their application to relate to mathematical
models, but also in the personal reflection regarding the risks that young people can have when
driving under the influence of alcohol.
Keywords: mathematical model, linear regression, significant learning, active learning
Page | 9
A9 [09]
USE OF TECHNOLOGY TO EMPOWER AND CONNECT WOMEN IN STEM
Dominguez A1,5*, Tejeda S2,3, Zavala G3,5, Verdugo-Castro S4, García-Holgado A4,
García-Peñalvo FJ4
1
2
School of Science and Engineering, Tecnologico de Monterrey, Mexico
3
4
GRIAL Research Group, Computer Science Department, University of Salamanca, Spain
5
*angeles.dominguez@tec.mx
ABSTRACT
The gender gap in STEM is a complex challenge that requires multiple and diverse approaches and
involves all the society. This study aims to reach many young women to help them choose what to
study and select their academic path. As part of the W-STEM project “Building the Future of Latin
America: Engaging Women Into STEM,” we developed two applications: (a) a profiling tool to
identify young women students that will be informed and motivated to pursue STEM careers; and (b)
a mobile app containing interviews, profiles, articles, news, and other related resources. We
conducted 331 interviews with women role models, including women in senior company positions,
professors in academia, early and mid-career professionals, recent graduates, and students in HEI. The
interview protocol included a bio, current role, plans, and inspirational message for women. Some
interviews were person-to-person, but due to the pandemic, most interviews occurred online. The
mobile app informs young women about their career choices. It is based on identifying role models of
women in science worldwide to construct and register stories to increase the interest of prospective
and current female students to follow STEM careers. This search begins with collecting each student’s
profile to offer videos oriented to their preferences. This app is free and available on Google Play and
the Apple Store. The main content delivered throughout the mobile app will be the recorded
interviews in English and Spanish. This mobile app is a powerful tool to (a) reach out to young
women to motivate them to study a STEM career, (b) share inspiring messages and real stories of
women in STEM worldwide, and (c) foster a virtual sorority among women.
Keywords: women, gender, STEM education, use of technology, educational innovation, higher
education
Page | 10
A10 [10]
FRED!: AN INNOVATIVE GAMIFICATION WEB PLATFORM TO ENHANCE
MOTIVATION IN STEM CLASSES
Camacho-Zuñiga C1, Rosas-Meléndez SA1, Merino-Soto C1, Caratozzolo P1, Dominguez A1,2
and Chans GM1*
1
Tecnologico de Monterrey, Monterrey, Mexico
2
Universidad Andres Bello, Santiago, Chile
*guillermo.chans@tec.mx
ABSTRACT
Chemistry courses tend to be challenging to teachers due to the increasing demotivation of students
over STEM fields, which has augmented lately due to online classes derived from the COVID-19
pandemic. Several didactic strategies have been applied to enhance their motivation, among which
gamification has recently gained great attention. Although this methodology has been demonstrated to
be very effective in diverse educational contexts, it requires considerable time and effort to be
successful and enjoyable. To ease gamification’s implementation in higher education courses, we
developed a customizable web platform named Fred! (Friendly Education). This website supports the
pupils in self-manage their work and monitoring their progress to improve their academic
performance. It also motivates them using a series of stimuli such as short-, medium- and long-term
bonuses, badges, tickets, and reminders. The webpage was employed in General and Organic
Chemistry subjects at a university in Mexico during the second term of 2021. To evaluate the
proposal, a validated questionnaire using Keller’s ARCS model to measure motivation and adapted to
this research was applied to 286 engineering undergraduates. The analysis consisted of the following
sequence: examining data quality, the validity of Keller's ARCS motivation model, matching groups,
and group difference (experimental and control: EXP and CONTR) with a robust test. Keller's ARCS
motivation model measure was reformulated into an 8-item unidimensional measure with high
reliability (omega = .96). The matched groups (n = 61 in EXP and CONTR) were contrasted, and a
large standardized difference was found in motivation score, and less dispersion in EXP group.
Implications of the intervention on STEM and non-STEM students are discussed.
Keywords: gamification, web platform, educational innovation, motivation, higher education, STEM,
construct validation
Page | 11
A11 [11]
A MACHINE LEARNING MODEL OF KNOWLEDGE, SKILLS, AND ABILITIES
(KSA) FOR INDUSTRY 4.0 WORKFORCE
Caratozzolo P1*, Chans GM1, González-Gómez LJ1, Rueda-Castro V1, Noguez-Monroy J2

and Zavala G1,3
1
2
School of Engineering and Sciences, Tecnologico de Monterrey, Mexico
3
Universidad Andrés Bello, Chile
*pcaratozzolo@tec.mx
ABSTRACT
The international reports of the World Economic Forum (WEF) and the Organization for Economic,
Cooperation, and Development (OECD), related to the future of work and the development of the
Knowledge, Skills, and Abilities (KSA) of workers, highlight the importance of predicting the impact
of the mismatch of skills and potential talent shortages in the workforce. Therefore, the future
characteristics of the workforce in Industry 4.0 could be predicted, as would the exit KSA set that
Higher Education (HE) students will need in the coming years. The methodology used in this research
to design the dynamic frameworks for KSA belongs to the field of Futures Studies. It includes
predictions of possible scenarios of future results to forecast the labor market requirements towards
2030. In addition, our research considered two Research Questions to identify the most effective
future strategies (in the short, medium, and long term): What kind of Skills and Jobs model would
Higher Education Institutions need to prepare students in the required KSAs for a life of continuous
challenge? What tool might be needed to close KSA gaps, minimize the impact of mismatches, and
enable agile development of KSA upgrade and improvement strategies? This work-in-progress study
helped design a dynamic KSA framework and is developing an open-source platform powered by
machine learning tools. For the implementation of the system, information was used from the ESCO
(European Skills, Competences, and Occupations), O*NET (Occupational Information Network)
frameworks, and the Strategic Intelligence platform of the World Economic Forum. Preliminary
findings show that the Machine Learning Model can serve as an international reference guide to
design the 2030 educational approaches of active and experiential learning in HE Institutions.
Keywords: educational innovation, higher education, future skills, knowledge, skills, and abilities
(KSA), industry 4.0
Page | 12
A12 [12]
ZOOMING INTO THE COMPETENCE ON DIGITAL MEDIA LITERACY AND
ATTITUDE TOWARDS TECHNOLOGICAL USAGE AMONG GENERATON Z IN
MALAYSIA
Yuek Li K1*, Zakaria MAZM1 and Jumaat NF2

1
Department of Journalism & Communication, Faculty of Humanities & Social Science,
Southern University College, Malaysia
2
Department of Educational Science, Mathematics and Multimedia Creative,
Universiti Teknologi Malaysia,Malaysia
*ylker@sc.edu.my
ABSTRACT
The development of technology has brought tremendous change to people’s daily activities and their
way of perceiving online information. Nevertheless, limited attention has been paid to digital media
literacy and attitude of technology usage particularly among Malaysian university students. In fact,
the discussion on technology and digital media is inseparable as the use of technological application is
a path that allows users to dive into the sea of information, especially for today’s university students, a
generation who engages a lot with technological devices in their daily activities. This study intends
to fill in the gap by investigating the influence of competences of digital media literacy (including
accessing, analyzing and evaluating, creating, reflecting, and acting) on university students’ attitude
toward technological usage. Using the quantitative research correlational design, a total of 364
university students selected through a random sampling technique responded to a self-developed
online survey. Construct validity and reliability have been established for all measures. Competence
of digital media literacy and attitude of technological usage model was developed using PLS-SEM
software. Results show that competence of accessing has great influences on university students’
attitude toward technology usage. In relation to this, educators are suggested to utilize different digital
media as teaching and learning platforms and to apply user-centered and creation driven methods
while conducting the class.
Keywords: digital media literacy, attitude of technology usage, TAM, PLS SEM
Page | 13
A13 [13]
DEVELOPMENT OF MODULES BASED ON LOCAL NATURAL RESOURCES IN
MALUKU IN PROJECT-BASED LEARNING (PJBL) TO INCREASE CHEMICAL
LITERACY AND ENTREPRENEURIAL INTEREST OF CLASS XII HIGH
SCHOOL STUDENTS ON MACROMOLECULAR MATERIALS
Salelatu V1* and Rohaeti E2

1
Chemistry Education Study Program, Faculty of Mathematics and Natural Sciences,
Yogyakarta State University, Indonesia
2
Department of Chemistry Education, Yogyakarta State University, Indonesia
*v.salelatu09@gmail.com
ABSTRACT
The availability of teaching materials that pay attention to local natural resources integrated into
project-based learning is rarely found when chemistry learning occurs in the classroom. This research
aims to develop learning modules and assess the impact of the module on chemical literacy and the
entrepreneurial interest of students. This research adopts the 10-step development model by Borg and
Gall. The data collection instruments in this study are feasibility sheets, practicality sheets, student
readability sheets, questions on chemical literacy skills, and entrepreneurial interest questionnaires.
This study is a quasi-experimental research with a pretest-posttest one-group design. The total sample
was 131 students of class XII high school science which was chosen using the cluster random
sampling method. The Manova test was used to analyze differences in chemical literacy and
entrepreneurial interest of learners in experimental and control classes. The results of this study show
that: (1) The distribution of students' chemical literacy skills in the very high category in the
experimental class was 35.48% while the control class was 21.87%. The level of entrepreneurial
interest of students in the category was very high in the experimental class at 67.74% and the control
class at 21.87%, (2) the percentage of effective contribution of the module to chemical literacy and
entrepreneurial interest is 47%, chemical literacy is 12.4%, entrepreneurial interest is 43.8%; (3) The
practicality test of the module by five chemistry teachers showed a very practical category with a
percentage of 84.5%. (4) The module readability test by students obtained a percentage of 91.26% in
the very good category. Thus, modules that have been developed can increase students' chemical
literacy and entrepreneurial interest.
Keywords: chemical literacy, entrepreneurial, module development, macromolecules, project-based

learning, borg, gall
Page | 14
A14 [14]
STUDENTS’ COGNITIVE GROWTH IN LEARNING BASIC DIFFERENTIATION
RULES USING DESMOS CLASSROOM ACTIVITY BASED ON THE THREE
WORLDS OF MATHEMATICS
Safarini TLSD*, Darhim and Juandi D
Mathematics Education Department, Universitas Pendidikan Indonesia, Indonesia

*desyarti.safarini@upi.edu
ABSTRACT
Investigating how students learn derivatives is an important issue in mathematics education research.
This case study research investigates students' cognitive growth in learning the basic differentiation
rules using Desmos Classroom Activities (DCA) based on the Three Worlds of Mathematics (TWM).
DCA is utilized as a generic organizer to facilitate an embodied operation on the graph of a function.
DCA enables students to drag the tangent line and tangency point altogether along the graph of a
function, and at the same time it allows them to magnify the screen which helps students to making
sense of the tangent line and derivatives concepts. Students prove the basic differentiation rules on the
DCA through graphical exploration, numerical computations for practices, and symbolic
manipulations. DCA based on the TWM can contribute to the student's cognitive development in
learning the basic differentiation rules. All students performed well in the axiomatic formal world by
proving the derivative of cos⁡x. Most students (92%) also succeeded in dealing with a problem that
required them to perform proceptual thinking. Many students (64%) also have no limitation in
graphical representation. Thus, students' success in formal axiomatic thinking does not imply their
success in proceptual thinking. Similarly, success in performing proceptual thinking does not imply
success in graphical representation.
Keywords: cognitive, growth, differentiation, DCA, TWM
Page | 15
A15 [15]
WORKING STUDENTS’ ENCOUNTERED CHALLENGES IN TIME OF COVID-19
PANDEMIC: ACADEMIC SUPPORT
Elladora S*, Dionella H and Kintanar F
College of Education, Cebu Technological University-Argao Campus, Philippines

*suzette.elladora@ctu.edu.ph
ABSTRACT
The biggest barrier to Filipino students pursuing higher education is poverty, even though tertiary
education is free at state colleges and universities in the Philippines. Some students choose to work
while they study in order to at least lessen financial difficulties and become self-sufficient. Thus, this
study determined the academic challenges faced by working elementary education students from a
state university in the time of COVID-19 Pandemic as a basis for a proposed intervention plan for
academic support. The strategy for acquiring and analyzing the data results was a descriptive one. The
purposive sampling technique was used to select forty-four (44) elementary education students who
were currently working. A modified version of a questionnaire from Jessie S. Barrot, Ian I. Llenares,
and Leo S. del Rosario, 2021), which was the primary instrument used for collecting information to
address the research issues. Frequency and simple percentage were usedto analyze the demographics
of working elementary education pupils in terms of their age, gender, program, year, and section,
while a weighted mean and standard deviation were applied to analyze their academic obstacles. The
study's results demonstrated that among the four (4) academic obstacles that working students
frequently faced, the challenges of self-regulation, student isolation, and technological literacy and
complexity stood out. As a result, it is recommended to put into action a suggested intervention plan
for academic support.
Keywords: academic challenges, academic support, descriptive study, working students
Page | 16
A16 [16]
PRACTICE TEACHERS’ PERCEIVED CHALLENGES ON THE TEACHING
INTERNSHIP IMPLEMENTATION IN THE NEW NORMAL
Carreon M* and Ponce JC
College of Education, Cebu Technological University-Argao Campus, Philippines
*marichou.carreon@ctu.edu.ph
ABSTRACT
Teaching internship is a vital phase in every teacher education program to prepare for becoming a
full-fledged educator. This study determined the teaching internship threat posed in the New Normal
learning faced by the practice teachers of Cebu Technological University-Argao Campus (CTU-AC)
during the second semester of academic year 2021-2022 as basis for teaching internship enhancement
plan for mentoring support. A descriptive survey method was used to determine the perceived
challenges faced by practice teachers in their teaching internship. The researchers utilized an adapted
research questionnaire from University of Syiah, Kuala in Indonesia (2018) which served as the main
tool for the data gathering. Moreover, researchers used Frequency and Simple Percentage to
determine the age, gender and year level of the respondents. Furthermore, the weighted mean and
standard deviation were utilized to determine the perceived challenges experienced by BEEd practice
teachers in their teaching internship. Nevertheless, the variables of the study are the perceived
challenges faced by the 112 BEEd practice teachers in the College of Education in CTU-AC in the
New Normal. The findings of the study showed that the practice teachers experienced challenges in
terms of financial, emotional, working environment and time management. Among these challenges,
“financial challenges” stood up and was recorded as high challenge experienced by the practice
teachers. Specifically, it signifies that the respondents are not financially stable to support their
teaching internship and that they need to find ways to support their finances. Finally, a mentoring
support plan for teaching internship was made to help the students cope with the identified challenges.
Keywords: teaching internship challenges, descriptive study, enhancement plan for mentoring support
Page | 17
B1 [17]
LEVEL OF CRITICAL THINKING ABILITY OF PROSPECTIVE MATHEMATICS
TEACHERS IN INDONESIA: A SYSTEMATIC LITERATURE REVIEW
Siahaan EYS* and Dasari D
Mathematics Education, Faculty of Mathematics and Science Education, Universitas

Pendidikan Indonesia, Indonesia
*erikasiahaan@upi.edu
ABSTRACT
In the 21st century, higher-order thinking is classified into 4 parts: critical, creative, collaborative, and
communicative thinking. The ability to think critically is one of the essential goals of learning
mathematics for students to achieve at school. This research is a Systematic Literature Review (SLR)
study of 20 Scopus-indexed articles analyzed based on the year of publication, research method,
demography, materials, indexing journals, and results of research on the level of critical thinking
ability of prospective mathematics teachers in Indonesia which was conducted throughout 2017 –
March 2023. All data obtained is presented in a quantitative descriptive. The results of SLR research
show that there are many studies related to the level of critical thinking ability of prospective
mathematics teachers in Indonesia published in 2020. The majority of these studies were conducted
using quantitative methods. This research is also dominated by the areas of Java in analysis real and
integral calculus materials. The most published publications related to the level of critical thinking
ability of prospective mathematics teachers in Indonesia are articles with a Q2 quartile value. Based
on research results, the critical thinking ability of prospective mathematics teachers in Indonesia is
still low to medium. Therefore, it is necessary to carry out further research and provide solutions to
improve the critical thinking skills of prospective mathematics teachers, such as making a didactic
design. A suggestion for future researchers is to further examine the level of critical thinking skills of
prospective teachers in areas outside Java, on materials other than analysis real and integral calculus
materials.
Keywords: critical thinking ability, prospective teacher mathematics, systematic literature review,
Indonesia
Page | 18
B2 [18]
QUALITY OF STUDENTS’ MATHEMATICAL CONCEPT UNDERSTANDING
INSTRUMENTS USING THE RASCH MODEL
Rusyid HK*, Dinata FT and Suryadi D
Department of Mathematics Education, Faculty of Mathematics and Science Education,

Universitas Pendidikan Indonesia, Indonesia
*husnulkhatimah.r@upi.edu
ABSTRACT
Understanding mathematical concepts is a very important aspect in learning mathematics because by

understanding concepts, students can develop their ability to understand the material. Students who
have a good concept make it possible to have high learning achievement because it is easier to follow
learning in class. This study aims to describe the quality of the questions on students' ability to
understand mathematical concepts from the aspects of validity, reliability, level of difficulty of the
questions, and the distinguishing power of the items. The data obtained is the end of semester
assessment data for class XII with the documentation method in the form of 15 multiple choice
questions and tested on 29 vocational students. Data were analyzed using a modern modeling
approach, namely the Rasch Model using Ministep software. The results of the analysis obtained in
this study are the quality of questions from the validity aspect obtained 13 questions in the valid
category and 2 questions in the invalid category. The Cronbach alpha (KR-20) reliability value is 0.57
(medium) with a person reliability value of 0.59 (weak) and a question item reliability value of 0.84
(good). The average difficulty index of the items shows that there are four categories of item
difficulty, namely 3 very easy questions, 3 easy questions, 7 difficult questions, and 2 very difficult
questions. The differentiating power of the items using Rasch modeling obtained a differentiating
power value of 3.34 and 1.76 in the sufficient category, which means that the questions made are
sufficient to distinguish students who are able to answer questions and students who have low ability
to answer questions. Based on this, the research instrument developed can be used to measure
students' mathematical concept understanding ability.
Keywords: understanding of mathematical concepts, Rasch model, ministep, item response theory
Page | 19
B3 [19]
LEARNING GEOMETRY AND ALGEBRA: ETHNOMATHEMATICS
ON THE GRAND MOSQUE OF AL-JABBAR
Lutfi A* and Martadiputra BAP

*ahmadlutfi@upi.edu
ABSTRACT
There are still many students in Indonesia who have difficulty in learning mathematics. One of the
reasons is the lack of contextual learning. Contextual learning can train students to think critically,
carefully, logically, and systematically through activities that link material with the application of
daily activities that can improve the quality of learning. One of the contextual learning that can be
applied is ethnomathematics which is knowledge about mathematics in cultural elements. This study
aims to explore the concepts of geometry and algebra used in mosque buildings using a qualitative
approach to ethnographic methods. This study uses the Grand Mosque of Al-Jabbar as a sample
located in Bandung, West Java, Indonesia, because the mosque since its inauguration has invited
public enthusiasm by presenting a new history of beautiful and magnificent mosque architecture.
Triangulation techniques were used to generate valid data through observation, documentation
(photos and videos), interview, and literature studies in the form of studies on building structures. The
results of this study show that the building structures of the Grand Mosque of Al-Jabbar contain
elements of plane geometry, namely triangle, square, rectangle, hexagon, and circle. There are also
elements of three-dimensional geometry, namely, pyramid, prism, and tube. The concept of number
patterns can be found in the arrangement of mosque domes which have patterns 1, 2, 4, 5, 10. Based
on this, the construction of the Grand Mosque of Al-Jabbar contains geometry and algebra concepts
that can be used as an alternative to contextual learning, so that students can know the meaning of
mathematics learned at school and have the ability to solve problems in real life.
Keywords: ethnomathematics, mosque, Al-Jabbar, geometry, algebra
Page | 20
B4 [20]
ANALYZING THE COGNITIVE ACADEMIC MATHEMATICAL
COMMUNICATION IN AN ONLINE DISTANCE LEARNING FOR GRADE 11
Italia MJN* and Roleda LS
Science Education, Faculty, De La Salle University - Manila, Philippines

*lydia.roleda@dlsu.edu.ph
ABSTRACT
The impact of distance learning is evident in the students' mathematical communication skills. Several
studies found a challenge in expressing symbols and formulas, which is one of the essential
components in fostering mathematical communication. This is related to the academic language use in
mathematics, which has proven to be correlated to students' academic success. Hence, the present
study investigated the mathematical communication skills of Grade 11 online distance learners
through the lens of mathematical language. To do this, a multi-phase mixed-method study was
employed, particularly a combination of convergent parallel and explanatory sequential research
design. The mathematical communication was assessed through a synchronous class and
asynchronous learning artifacts observation in the qualitative phase of convergent parallel. The data
were analyzed using thematic analysis. Meanwhile, a survey questionnaire was utilized in the
quantitative phase of convergent parallel and was analyzed using descriptive statistics, specifically
frequency and mean. On the other hand, in the quantitative phase of explanatory sequential, a
Cognitive Academic Language Questionnaire – Patterns and Algebra (CALQ-PA), divided in three
sections: mathematical vocabulary, mathematical syntactic, and problem solving, were utilized to
determine how students manifested their understanding using the academic language of mathematics.
A one-parameter logistic model Item Response Theory (IRT) analysis was used to analyze the CALQ-
PA. The errors found from the quantitative phase were further explored in the qualitative phase. From
the analysis, it can be deduced that the students' mathematical communication skills are greatly
affected by their mathematical language knowledge. Hence, to improve students' mathematical
communication skills, teachers should also look at the underlying language issues in terms of
vocabulary, syntactic, and problem-solving.
Keywords: mathematical communication, mathematical language, online distance learning
Page | 21
C1 [21]
CONCEPTUAL FRAMEWORK FOR 7E MODEL ON ACHIEVEMENT AND
RETENTION OF MOTOR VEHICLE MECHANICS SKILLS BY STUDENTS OF
TECHNICAL COLLEGES IN KANO STATE, NIGERIA
Shehu MA*
Department of Automobile Technology, School of Secondary Education (Technical), Federal

College of Education (Technical) Bichi, Kano-Nigeria
*muhd08122@gmail.com
ABSTRACT
The main purpose of the study is to determine the conceptual framework of 7E learning cycle on
academic achievement and retention of technical college students taught motor vehicle mechanic
work in Kano State. Some outlines of philosophical conceptions were appraised from general
literature to evolve the constructs guiding this study and provide a basis upon which data were
collected for analysis, interpretation, and synthesis. The constructs examined included achievement,
retention, motor vehicle mechanics work, and 7E model with notions such as elicit, explain, elaborate,
evaluate and examine among others. The 7E model and motor vehicle mechanics work are regarded
as independent variables in this study while students’ achievement and retention represent the
dependent variable. The design of the study is literature synthesis; the scope for data collection is
limited to the constructs of the study: 7E model and motor vehicle mechanics steering and suspension
systems; and academic achievement and retention of technical college students. The general idea is to
hinge the study on strong conceptual foundation that can equip students of motor vehicle mechanics to
receive skills for contemporary workshop and industrial practices.
Keywords: conceptual framework, motor vehicle mechanics work, academic achievement and
retention, 7E model
Page | 22
C2 [22]
EFFECTIVENESS OF BLENDED LEARNING IN FUNCTIONAL SKILLS
TRAINING AMONG HIGHER VOCATIONAL INSTITUTIONS IN THE WESTERN
ECONOMIC REGION OF CHINA
Hu Z1,2, Chang YF2* and Ho MK 2
1
President’s office, Yan’an University, China
2
School of Accounting and Finance, Taylor’s University, Malaysia
*yunfah.chang@taylors.edu.com
ABSTRACT
Higher vocational education plays an important role in producing adequate skilled workforce for the
industries. Conventionally, vocational students acquired industry-specific functional skills through
physical coaching or internship in the workplace. The integration of blended learning in higher
vocational institutions requires adjustments on the pedagogy of skills training and teaching facilities.
However, the study of factors affecting blended learning between vocational programme has been
overlooked. According to the social career cognitive theory, this study aims to examine the factors
influencing blended learning in functional skills training and evaluate its effectiveness in engineering,
sciences, and arts vocational programme in the western economic region of China. Using a
quantitative approach, a questionnaire survey is conducted among graduates of China higher
vocational institutions who have undergone blended learning. The collected data is analysed using
SPSS to understand the theoretical constructs of skill competencies. Factor analysis is employed to
explore the interrelationships between the blended learning effectiveness and other factors like majors
of study and environmental contextual. The result showed that there is a positive association between
students’ self-efficacy for blended learning and their expectation for functional skills. Gender and
majors of study are identified as significant predictors of measuring blended learning effectiveness in
functional skills, while populated areas and institution type do not significantly impact the blended
learning effectiveness. These findings will help the corporate in making better recruitment decisions
and help the higher vocational institutions in evaluating the effectiveness of talent training modes
Keywords: blended learning, functional skills training, higher vocational education, social career
cognitive theory
Page | 23
C3 [23]
DOES THE FUTURE OF INDIAN ARCHITECTURAL EDUCATION LIE IN THE
PAST?
Shirodkar A* and Gupta S
School of Architecture and Planning, Woxsen University, India

*dean.sap@woxsen.edu.in
ABSTRACT
The upheaval in the worldwide construction industry due to the covid 19 pandemic predictably
affected India as well. Unfortunately, this also impinged upon the education of architecture to a very
great extent. Online teaching of a creative and site-based program, inertia of work culture, lack of
interaction with peers for an extended period and turning towards internet as the best teacher has
brought us to a less than effective architectural education system. In addition, advancements made in
construction technology, leaps taken by artificial intelligence, emphasis on research and need for
multi-disciplinary courses may make teaching methodologies obsolete. Perhaps our timeless history
and culture can help us immensely in this regard because world renowned Universities such as
Nalanda (state of Bihar) were engaged in architectural pedagogical practices such as teaching,
learning, demonstration and execution. In addition, methodologies according to demography and
diversity of students not always tangibly recorded in long careers of teaching, opinion (obtained
through interviews) of experts, authorities, alumni, present faculty and students, are imbibed. These
reveal results for relevant discussion which are then analysed further for active pointers minimizing
pitfalls as best as possible. It is envisaged that our immensely rich past will unearth conventions and a
healthy reconnaissance of such solutions will crystallize and bring about a much-required
customization of teaching learning processes for the discipline of architecture. Lessons from recent
and distant past as available, combined with those of actual praxis in the profession would resolve
attempts in rendering architectural education relevant, contemporary and in tune with the
requirements of a dynamic and wholesome world.
Keywords: architectural education, obsolescence, relevance, history, culture
Page | 24
C4 [24]
CONFRONTING GDP-BASED ECONOMIC GROWTH WITH OTHER ECONOMIC
GROWTH MODELS
Vilaplana-Prieto C*
Department of Economic Analysis, University of Murcia, Spain

*cvilaplana@um.es
ABSTRACT
The debate on how to measure economic growth and assess economic growth figures is now half a
century old. The positions of the so-called “optimists,” defenders of unlimited economic growth, are
often pitted against the “pessimists” who consider that there will come a time when the availability of
natural resources will limit growth. In the subject “Introduction to Economics” of the degree in
political science at the University of Murcia, a cooperative work project was carried out to highlight
the limitations of the Gross Domestic Product (GDP) as the hegemonic indicator for measuring
economic growth. Based on an explanation of the computation of GDP, students are confronted with
other schools of thought were: “agrowth” and “degrowth”. Two activities were proposed. First,
groups of 4 or 5 students were formed. At random, each group is assigned the “agrowth,” “degrowth,”
or the “traditional” GDP defense. Therefore, each group may have to defend a position with which he
or she disagrees but must find solid arguments to support his or her theory. Secondly, a breakdown of
the 17 goals of the 2030 Agenda was made. Each group had to find statistical indicators to measure
these goals for a given group of countries. Students presented their work and reflected on how the
goals were reflected in the countries with the highest GDP per capita. The students shared the
presentations of their work in the virtual classroom. In the classroom, they made brief oral
presentations, followed by a debate between the different theories. As class time was insufficient, a
forum was opened in the virtual classroom for students to leave their thoughts on economic growth,
welfare and the future. Regarding the evaluation, a combined evaluation method was used: (a) global:
by the teacher for each group, (b) individual: each member of each group evaluated the other
members of the same group. The experience has been very positive, favoring greater interaction
among the students and allowing them to learn about the realities of other countries.
Keywords: GDP, agrowth, degrowth, economic growth, sustainability
Page | 25
D1 [25]
SOCIAL CAPITAL OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN
HIGHER EDUCATION
Hrabéczy A1,2 and Pusztai G1,2

1
Department of Educational Studies, University of Debrecen, Hungary
2
MTA-DE-PARTNES Research Group, University of Debrecen, Hungary
*hrabeczy.anett@arts.unideb.hu
ABSTRACT
Research has examined the institutional and extra-institutional embeddedness of students, but we do
not know how the network of special education students differs from group to group. Our research
compares the characteristics of students with disabilities (SEN-A) and students with intellectual
developmental disabilities and autism spectrum disorders (SEN-B). Based on data from the
IncludED2020 and PERSIST2019 databases, our research investigates the social capital of students
with SEN both inside and outside the institution. Our question was what characteristics can be used to
describe the network of students with SEN in higher education and whether there is a difference
between SEN-A and SEN-B students. Among our main findings is that family size has a significant
effect on the characteristics of the entry performance of the students studied, considering the period of
college admission. The positive effect of larger family size can be clearly demonstrated, with the
effect being stronger for SEN-B students. Among them, the positive effect can be seen in their study
success before and during their university studies. Despite this, the study success indicators of SEN-A
students turned out to be much better in terms of their studies before and during higher education. Our
results showed that the reason behind better performance is the greater extent of their greater social
capital inside the university. The most important finding is that we obtained a more accurate picture of
the factors supporting the effectiveness of students with SEN based on their social capital. Based on
our results, there are significant differences in the case of students with SEN, whether they are
embedded more strongly in the environment inside or outside the institution.
“The research on which this paper is based has been implemented by the MTA-DE-Parent-Teacher
Cooperation Research Group and with the support provided by the Scientific Foundations of
Education Research Progam of the Hungarian Academy of Sciences.”
“Supported by the ÚNKP-22-3 New National Excellence Program of the Ministry for Culture and
Innovation from the source of the National Research, Development and Innovation Fund.”
Keywords: special educational needs, higher education, social capital
Page | 26
D2 [26]
INTEGRATION AND INCLUSIVITY IN MUSIC EDUCATION
Kelemen H1* and Váradi J1,2

1
University of Debrecen, Institute of Education, Center for Higher Education Research and
Development, Hungary; MTA-DE-Parent-Teacher Cooperation Research Group
2
University of Debrecen, Faculty of Music, Hungary
*heni_kelemen@yahoo.com
ABSTRACT
“Music belongs to everyone” - The words of Zoltán Kodály, the world-famous father of Hungarian
music education may sound familiar to everyone. In the case of children with special educational
needs, as well as integrated and inclusive education, this well-known statement can gain a new
meaning. In Hungarian education according to the law (CXC of 2011 on National Public Education),
a child with special educational needs is “a child or student requiring special treatment who, based on
the expert opinion of the expert committee, has a locomotor, sensory (vision, hearing), intellectual or
speech disability, or multiple disabilities in the case of multiple disabilities, suffers from an autism
spectrum disorder or other psychological developmental disorder (severe learning, attention or
behavior control disorder).” For young people, social inclusion in music and identity are interrelated
elements. Identity is a vital concept that influences social inclusion and is based on successful human
relationships that nurture and advance human potential. The topic of this theoretical thesis is the
exploration of the relationships between integrated and inclusive education and music education by a
literature review. As the number of SEN children increases in public education, music teachers are
increasingly confronted with the phenomenon and possible difficulties of integrated and inclusive
education. The first part of the thesis contains the definition of terms relevant to the topic. During the
literature review, it was found that most of the research on this topic is about teachers’ opinions about
integrated and inclusive education. As a conclusion it can be said that aspects of the integrated and
inclusive education of SEN children can also be observed in the field of music education. According
to the presented research, the attitude of music teachers is positive towards SEN children and their
education, but many difficulties are also mentioned, for example children with multiple disabilities,
lagging behind their healthy peers, lack of adequate learning hours, contact with professionals and
parents.
Keywords: music education, integrated education, inclusive education, SEN
Page | 27
D3 [27]
INTEGRATION OF LIFE SKILLS TRAINING IN THE DEAF CURRICULUM: CAN
IT DEVELOP CHILDREN'S SOCIAL SKILLS?
Cantika VM* and Rusman
Department of Curriculum Development, Faculty of Science Education, Indonesia University

of Education, Indonesia
*vararymc@upi.edu
ABSTRACT
Deaf children have limitations in their sense of hearing, causing them to experience difficulties in
social skills in their surroundings. Therefore, training is needed to improve the social skills of deaf
children. Training that can be integrated into the curriculum to enhance the social skills of children
with special needs, such as deaf children, is life skills training. This study aims to describe the
importance of integrating life skills in developing the social skills of deaf children. The method used
in this study was case study. The research subject in this study was four students and four teachers.
Research instruments in this study used questionnaires. The instrument's preparation used a simple
modification of the Social Skills Rating System (SSRS) measurement and then tested its validity
using content validity, namely expert judgment. Data analysis in this study used descriptive
qualitative, which was carried out by accumulating respondents' answers and adjusting to social skills
criteria in the SSRS measurement. The results of this study indicate that integrating life skills
programs into the curriculum can develop the social skills of deaf children. These social skills are
shown in interactions with peers, which include cooperative behavior, assertiveness, and empathy.
The findings of this study can be one illustration of the vital role of life skills training aimed at the
social skills of children with special needs so that they can interact positively with their surroundings.
Keywords: social skills, life skills training, children with special needs, deaf children
Page | 28
D4 [28]
AUGMENTED REALITY TO ENHANCE STUDENT ENGAGEMENT AND
LEARNING IN EDUCATION: A SYSTEMATIC REVIEW
Nesma E*
Media and communication, University of Wollongong in Dubai, United Arab Emirates

*Nesma.ewis@gmail.com
ABSTRACT
Augmented Reality (AR) technology has emerged as a promising tool for enhancing student
engagement and learning in various educational contexts. However, the adoption of AR in education
is limited by technology readiness, teacher training, and cost challenges. To evaluate the effectiveness
of AR as a tool for enhancing learning experiences in the classroom and to identify the key factors
that contribute to its success or failure, this paper presents a systematic review of 50 studies that
investigated the use of AR in education, focusing on its impact on student engagement and learning
outcomes. The studies were selected based on specific criteria and analyzed using a standardized
protocol involving data extraction, quality assessment, data synthesis, and bias assessment. The
review found that AR can potentially improve student engagement, motivation, and learning
outcomes, particularly in subjects that require visual-spatial skills or hands-on activities. However, the
study also highlights the need to address the challenges associated with the widespread adoption of
AR in education, including providing adequate teacher training and support, ensuring technology
readiness, and addressing the cost-effectiveness of AR implementation. The findings suggest that AR
can be an effective tool for enhancing student engagement and learning outcomes in education, but
careful planning and implementation are necessary to ensure its success. Therefore, the implications
of this study emphasize the importance of addressing the challenges associated with the widespread
adoption of AR in education to facilitate its successful integration into the classroom.
Keywords: augmented reality, immersive technology, interactive learning, student engagement,

learning outcomes
Page | 29
E1 [29]
SELF-REFLECTION OF ONLINE TUTORS’ ROLES IN A VIRTUAL LEARNING
ENVIRONMENT
Safiah MY*, Kumar KPNPR and Mohd Tajudin MN
Open University Malaysia, Malaysia

*safiah_mdyusof@oum.edu.my
ABSTRACT
For almost two decades, Open University Malaysia (OUM) has operated as a distance learning
institution, providing a blended mode of learning that prioritizes self-managed learning while utilizing
both face-to-face and online resources. Due to the Covid-19 pandemic, OUM has had to shift entirely
to online learning. In the blended mode, learners have the opportunity to meet with their tutors in
person during classroom tutorials and continue their discussions with their e-tutors in online forums
between tutorials. E-tutors are crucial in offering online learning support, creating an engaging,
meaningful, and non-threatening learning environment, and forming online learning communities
based on the Community of Inquiry Model (COI). However, there are concerns about whether e-
tutors, specifically external part-time tutors hired for a semesterly basis, comprehend their four roles
as fully online tutors, namely pedagogical, managerial, social, and technical roles, based on Berge’s
Model. To address these concerns, a study was conducted to evaluate e-tutors’ awareness of their
strengths and weaknesses as online facilitators. The e-tutors were asked to perform self-reviews in the
middle and end of the semester, via online questionnaires, which helped them reflect on their online
facilitation experience and recognize their strengths and weaknesses. The data were analysed using
descriptive statistics. According to the results of an initial survey of 113 e-tutors, their highest scores
were in the social dimension, while their lowest scores were in the managerial dimension after the
first and second self-reflection. These findings have significant implications for OUM’s future tutor
training programs, which should prioritize improving e-tutors’ classroom management skills to
enhance their online teaching and improve learner engagement.
Keywords: ODL, online learning, virtual learning environment, online facilitation
Page | 30
E2 [30]
UNCOVERING THE RELATIONSHIP BETWEEN SOCIO-DEMOGRAPHIC
FACTORS AND ONLINE FACILITATOR PERFORMANCE
P.Rajesh Kumar KPN*, Safiah MY and Mohd Tajudin MN
Open University Malaysia, Malaysia

*rajesh @oum.edu.my
ABSTRACT
A sound understanding of socio-demographic factors is key in unravelling the complexities of

teaching and helping online facilitators (e-tutors) better meet their students’ learning needs. This holds
particular significance for Open University Malaysia (OUM), where the majority of e-tutors hail from
diverse backgrounds, further compounding the complexity of the situation. Despite receiving training
and direction, the effect of these e-tutors on the learning experiences of their students remains unclear.
In order to address this issue, a study was conducted to determine the effect of socio-demographic
factors such as gender, academic qualification, years of tutoring experience, and professional
affiliation on the teaching performance of e-tutors. The study gathered demographic information from
587 e-tutors at OUM via an online survey and evaluated their performance based on feedback from
their students gathered via an online survey. Utilizing statistical methods, the data were analyzed. The
study found that none of the socio-demographic factors examined had a significant effect on the
performance of e-tutors. However, it should be noted that less than 20% of students evaluated the
performance of their e-tutors, limiting the amount of data available on tutor performance. Although
this study did not find significant correlations between the socio-demographic characteristics of e-
tutors and their performance, additional research is required to investigate this relationship in depth.
The findings from this study provide some food for thought on the recruitment of e-tutors in the
future.
Keywords: ODL, online learning, virtual learning environment, online facilitation
Page | 31
E3 [31]
PREDICTIVE FRAMEWORK FOR ESTIMATING THE 3PL MODEL
PARAMETERS OF MATHEMATICS TEST ITEMS
Balagtey JLSM*
Higher Education Regional Research Center, Benguet State University, Philippines

*jl.balagtey@bsu.edu.ph
ABSTRACT
Accurately estimating the statistical parameters and the amount of information an item can provide is
essential during test construction to effectively fit the test with the examinees, thus ensuring that the
instrument is more valid and reliable. There is no known established system that estimates the
probable statistical attributes of test items. The primary objective of the study was to generate a
predictive framework that provides statistical parameter estimates of test questions in mathematics.
The effect of item format, cognitive level, and context on the difficulty, discrimination, pseudo-
chance level, and amount of information provided were analyzed using Item Response Theory. Other
physical attributes that influence the statistical parameters of test questions were determined using
content analysis. The embedded experimental model was employed. A 48-item mathematics test was
administered to 2,231 Grade 7 students from seven public high schools. Three-parameter logistic
(3PL) model was utilized to determine the statistical parameters of each item. Six teachers and 30
students were interviewed to validate the physical attributes identified. Mathematics questions in
multiple-choice format were less difficult, less discriminating, and more prone to guessing than short-
answer items. The amount of information obtained about examinees was greater for short-answer
items, items requiring higher order thinking skills, and those written in the local context. Cognitive
level and context did not significantly affect the statistical parameters of items. Physical attributes that
influence statistical parameters of test items include the form of stimuli and type of options. From the
results of quantitative and qualitative data analyses, decision trees that provide estimates of difficulty,
discrimination, and pseudo-chance level indices are generated.
Keywords: item response theory, item parameter estimation, mathematics test
Page | 32
E4 [32]
STUDY ON THE EXTENT OF CRITICAL THINKING SKILLS APPLIED IN THE
LEARNING PROCESS BY SECONDARY LEARNERS
Kannangara TD*
Faculty of Education, International Institute of Health Sciences, Sri Lanka

*thamara.kannangara@yahoo.com
ABSTRACT
One of the most important learning outcomes is to achieve the critical thinking ability of every level
of learners. It is a universal phenomenon that impacts the holistic development of any nation in fast-
growing technologically advanced societies. Critical thinking skill helps judgmental decision-making
and justifiable problem solving which is mandatory to survive in the unpredicted, uncertain challenges
yet to come in the century.at present, Sri Lanka faces multiple types of social and economic issues
which hindered the development growth of all aspects. Decision-making and problem-solving
strategies of the majority population are not viable, and the same would be result of poor outcomes
achieved in critical thinking skills through education. The purpose of this study is to understand the
extent of the application of critical thinking skills by the secondary learners of Sri Lankan government
schools since the 21st-century skills are yet in the process of inclusion in the national curriculum. A
quantitative survey method with a questionnaire among 100 secondary learners was administered to
gather data. the test consists of 25 items, the results of which allow assessing critical thinking in 6
scales: remembering, understanding, applying, analysing, evaluating, and creating. The tool also
allows checking the overall score. The findings indicate considerably a lower rate of application of
critical thinking skills in analytical decision-making in everyday activities. The final outcomes of the
research will be helpful for curriculum designers and policy planners to implement strategic-level
inclusions in the education system which at present is in the revised process.
Keywords: critical thinking skills, secondary learners, Sri Lanka, curriculum
Page | 33
E5 [33]
TEXT SIMPLIFICATION: NEED-BASED INSTRUCTIONAL MATERIAL FOR
ENGLISH GRADE 7 READING COMPREHENSION ENHANCEMENT
Pacaldo CMT1 and Nueva JC2*

1
Language Education Department, Central Mindanao University, Philippines
2
Language and Literature Department, University of Southern Philippines, Philippines
*f.cleophamae.pacaldo@cmu.edu.ph
ABSTRACT
Reading is a vital skill in learning. However, not all students develop mastery in reading and have
difficulty especially if the given texts are not appropriate for their age and grade level. In the context
of this study, readers with poor literacy and comprehension can be helped through text simplification
by designing need-based instructional material through lexically and syntactically simplifying texts to
address students’ needs. It sought to identify the reading proficiency levels of 278 Grade 7 students in
three different aspects of reading namely, reading comprehension, word recognition, and reading
speed through oral reading and comprehension tests. It also considered the students’ and teachers’
perspectives in using texts from the learning material in English 7 through survey questionnaires. It
was revealed that majority of the students fell under frustration level in reading comprehension, yet, at
instructional to intermediate levels in oral reading. Also, the majority are identified as fast readers
indicating that they can decipher words and can even read English texts but cannot understand the
whole meaning of texts written in English. Moreover, students and teachers perceived that the texts
existing in the learning material for English 7 are difficult, tedious, and students are less competent in
reading. Furthermore, the readability test results of these texts are not appropriate for the students’ age
and grade level. Lastly, the pre-use evaluation result shows an outstanding level that the designed
instructional material can enhance the reading needs of the students.
Keywords: text, simplification, instructional material, reading, needs
Page | 34
E6 [34]
STUDENTS’ CORRECTIVE FEEDBACK PREFERENCES AND GRAMMATICAL
COMPETENCE
Beronio AMGB1* and Borres TH2

1
Language Education Department, Faculty, Central Mindanao University, Philippines
2
Language Education Department, Central Mindanao University, Philippines
*f.adriennemaegrace.beronio@cmu.edu.ph
ABSTRACT
This paper focuses on students’ corrective feedback preferences and their grammatical competence,
particularly on the use of verbs, in L2 writing. It aims to identify the students’ grammatical errors,
their corrective feedback preferences, and their level of grammatical competence before and after the
use of their corrective feedback in their L2 writing. Forty first-year BSED-English major students of
Central Mindanao University during the second semester of the school year 2019-2020 were chosen
as respondents using systematic random sampling. A checklist was used to determine the students’
corrective feedback preferences, which were used to correct the students’ six-week journal entries for
revision. Students’ pre-test and post-test five-paragraph essays were used to determine the students’
common grammatical errors and grammatical competence. The Grammarly software was used in
analyzing the students’ errors in their journal entries and essays. The data collected were analyzed
using frequency count, percentage, and paired T-test. Results indicate that students prefer direct and
unfocused error correction over indirect and focused corrective feedback, and the most common
grammatical errors are faulty subject-verb agreement, incorrect verb forms, confused words, and
misspellings. Though there are improvements in the students’ level of grammatical competence,
results reveal that the application of the students’ corrective feedback preferences in their written
outputs does not significantly affect their grammatical competence.
Keywords: corrective feedback, corrective feedback preferences, grammatical competence,

grammatical errors
Page | 35
E7 [35]
RECREATIONAL ACTIVITY LEADING TO ACADEMIC INTEREST: A
QUALITATIVE-NARRATIVE STUDY
San Miguel NV*, Lagrada D and Pascual EA
Lumban Central Elementary School, Laguna, Philippines

*nildssanmiguel@gmail.com
ABSTRACT
The effect of the pandemic goes beyond inadequacy of acquisition of competency especially in
modular distance learning, to non-attendance to school and non-enrollment in school. With the return
of face-to-face interaction, recreation activity for kids increased learners’ interest in social interaction.
Lumban Central Elementary School took the opportunity to encourage the participation of
intermediate learners, especially those who were out-of-school last year, in a badminton training
organized by Lumban Badminton Club. This study focused on narrating the journey of the learners
who joined a specific type of recreational activity (badminton training) and their interest in coming
back to school. The reason for the establishment of the sports club was detailed in this paper, the
three-week program provided to them from orientation to graduation, and the impact of the recreation
activity to the learners as evidenced by their enrollment this school year and their continuing study at
present. This qualitative, narrative research highlights the importance of recreational activities like
sports in heightening the desire of children to socialize, and that includes participation in academic
activities which will boost their confidence to achieve something in life. A program of instituting
recreational activity for learners with their family was laid down in this study, as the school can
implement family day in the school compound or in the community this school year or in the coming
years as the pandemic totally subsides. Day-to-day teaching episodes are also suggested as a
continuous improvement project. Recommendations to teachers, school heads, parents and
community, high officials and future researchers were laid down at the end of the study.
Keywords: recreation, learners, education, school, family, community
Page | 36
E8 [36]
COMPETENCY IMPROVEMENT OF INCLUSIVE ELEMENTARY SCHOOL
TEACHERS THROUGH THE MENTORING PROGRAM
Rasmitadila R1*, Megan Asri H1, Teguh P1, Hanrezi DH1 and Reza R2
1
Elementary School Teacher Education, Universitas Djuanda, Indonesia
2
Elementary School Teacher Education, Universitas PGRI Adibuana, Indonesia
*rasmitadila@unida.ac.id
ABSTRACT
Several indicators determine the quality of implementing inclusive education in elementary schools,
such as teacher competence in managing inclusive classes, both in academic and non-academic
aspects, so that learning objectives can be achieved for all students. But in fact, low teacher
competence has resulted in low-quality learning in inclusive classes. Several causes, such as the
teacher’s understanding of student characteristics, handling the behavior of students with disabilities,
ineffective instructional methods, lesson planning that does not accommodate all student needs,
instructional assessment, and the absence of the involvement of other education stakeholders who can
assist teachers in providing appropriate solutions were the quality of inclusive education to be low.
This study explores teachers’ opinions on increasing teacher competence in implementing mentoring
programs for inclusive elementary schools involving university. Data were collected through a written
survey of 100 elementary school teachers who taught in inclusive schools and have attended inclusive
teacher training in the mentoring program organized by the university. Teachers received training in
materials regarding identification and assessment, curriculum, and instruction in inclusive classes,
including making individual educational programs and evaluations. Data analysis used thematic
analysis, resulting in 5 main themes: motivation, instruction, problem-solving, handling students with
disabilities, knowledge, and insight. The mentoring program based on university-school collaborative
partnership has improved teacher competence. It must be carried out continuously and sustainably so
that teacher competence can increase and they can solve problems in a dynamic, inclusive class. This
research is expected to be the basis for all education stakeholders to collaborate as partners to improve
the quality of inclusive education.
Keywords: mentoring, inclusive school, collaborative, partnership, university
Page | 37
E9 [37]
PROJECT G.A.B.A.Y. (GABAY ARAL SA BAITANG ANIM SA SIPNAYAN NG

MAKILING ELEMENTARY SCHOOL): AN MIS ADVOCACY
Manangkil EA1*, Canta RM2 and Fulleros DD2
1
Department of Education, Makiling Integrated School, Philippines
2
Junior High School Mathematics Department, Calamba City Laguna, Philippines
*emelita.manangkil@deped.gov.ph
ABSTRACT
“It takes a village to raise a child” is an African proverb that was the inspiration which ignited the
desire for this study in developing and enhancing the holistic development of the learners specifically
in mathematical basic and numeracy skills. This study aimed to develop a sustainable development
plan for GABAY Project by testing the significant difference in pre-test and post-test results after the
6-Saturday sessions. Also, the study explored the behavior of the learners and their experiences during
the conduct of the project. A mixed-method concurrent research design was employed utilizing a
complete enumeration of the 43 participants involved through paired t-test and thematic analysis.
Results revealed that there is a substantial increase in the test scores upon using the validated 40-item
mathematics exam. Furthermore, indifference leading to appreciation emerged at the end of the
session. Weaknesses relevant to attendance, and varieties of strategies used by the lecturer may be
strengthened for the continuity of the project. The study will move forward the body of knowledge by
improving the literacy and numeracy levels of learners’ enhanced overall situation, especially the
marginalized through a caring approach intended to bridge the gap among the identified learners.
Keywords: GABAY Aral, basic numeracy, literacy, behavior, experiences, concurrent mixed methods
Page | 38
E10 [38]
REDISCOVERING TRADITIONAL GAMES POST-PANDEMIC SOCIAL AND
EMOTIONAL LEARNING SEL
Audiffred_Hinojosa A* and Hernandez_Aguilar LE
PrepaTec Morelia, Tecnológico de Monterrey, México

*arlette.audiffred@tec.mx
ABSTRACT
PrepaTec Morelia students returned to face-to-face classes in the January-May 2022 semester after
just over a year in the online class format. Because of confinement due to the COVID-19 pandemic,
it was a priority to implement activities that promoted the integration, physical activity, and emotional
health of the students. This is how, given the popularity generated among adolescents by the South
Korean series “The Squid Game” where several traditional games are presented, the idea of
implementing similar activities with traditional Mexican games to promote the integration and
emotional well-being of the students rose. The games that were chosen were: Jumping Rope, Elastic
Skipping, Freeze Tag, Red Light-Green Light, Hopscotch, Marbles, Yoyo, Spinning Top, Cup-and-
Ball and Play Tig. The project was applied in the Tutoring and Wellbeing VI class with a total of 124
students between the ages of 17 and 19 who were in their last year of high school, with one session
per week for a total of 8 sessions. A survey with the question: What emotions did you experience
when playing and interacting with your classmates? yielded results showing that 84.6% of the
students experienced a feeling of happiness, followed by 72.6% who said they also felt energetic. In
the satisfaction survey with a 5-point Likert scale where 5 is very satisfactory and 1 unsatisfactory
with score of 3.94 and a standard deviation of 1.03, confirmed the importance of generating activities
not only focused on the academic area, because without a doubt one of the great lessons learned from
the pandemic is that mental health care as part of the optimal personal development of the human
being and learning for life.
Keywords: traditional games, emotional health, positive emotions, socialization, post pandemic, SEL
Page | 39
E11 [39]
THE PRACTICE OF PEDAGOGICAL DIGITAL COMPETENCE AMONG ESL
LECTURERS
Naim S*
Department of Social Sciences & Humanities, Universiti Tenaga Nasional (UNITEN),

Malaysia
*sidra@uniten.edu.my
ABSTRACT
The pandemic caused havoc in the academic world causing lecturers to face technological shift as
well as challenges in teaching online. Yet, there is a deficiency in studies looking at ESL lecturers’
use of technology in terms of pedagogical use. Therefore, the purpose of the qualitative study is to
explore the practice of PDC among ESL lecturers through 14 in-depth interviews analysed by Nvivo
12 software to define the themes and codes that emerged. The results revealed the lecturers’ use of
ICT in the context of digital tools utilized, technological challenges faced as well as the ethics of
navigating the online world. The findings is highly relevant to bridging the gap in the growing
literature of Malaysian ESL Lecturer’s PDC.
Keywords: pedagogical digital competence, ESL lecturers, higher education
Page | 40
E12 [40]
COMPETENCE AND PERFORMANCE OF PHYSICAL EDUCATION TEACHERS
IN PUBLIC SCHOOLS: AN ANALYSIS OF VARIOUS LEARNING DELIVERY
MODALITIES IN DAVAO CITY
Lapesigue JC*
Department of Human Kinetics, University of the Philippines Mindanao, Davao City,

Philippines
*jclapesigue@up.edu.ph
ABSTRACT
Introduction: Schools worldwide have been canceled due to a public health crisis. It has affected
students, instructors, international educational organizations, and many other aspects of society.
Academic institutions worldwide utilize a range of learning delivery systems to maintain learning.
Research Aim: This study aimed to determine the competence and performance of Physical Education
teachers in public schools employing different learning delivery modalities (LDMs). Material and
methods: This mixed-methodology research design involved collecting quantitative and qualitative
data sequentially to provide statistics and examine the perspectives of the P.E. teachers at Senior High
School (SHS) in Davao City throughout this pandemic crisis. Purposive sampling was used in this
research study on N=61 Senior High School Teachers and used standardized questionnaires from Ng
(2012) & Penn State University for the teaching competence and National Competency-Based
Teacher Standards (NCBTS) of the Department of Education for teaching performance. Results: It
was found that the most frequently used learning delivery modality during online distance learning
was Modular Distance Learning (73.8%), followed by a combination of two or more types of distance
learning with a frequency of 11 or 18%. The data indicate that Senior High teachers' proficiency with
an application in teaching pedagogy and assessment to promote learning is not strongly correlated
with the improvement in understanding, discovering, applying, and generating information using
digital technologies. Conclusion: Although the technical proficiency and digital literacy findings
were excellent, it is concluded that teachers who teach physical education in SHS have been
marginally influenced by teaching competency.
Keywords: competence, learning delivery modality, performance, P.E teachers, senior high school
Page | 41
E13 [41]
ENHANCING STUDENT LEARNING THROUGH MULTI-COLLABORATION
INDUSTRY PARTNERSHIPS FOR PRODUCT DESIGN EDUCATION
Esqueda-Merino D1, Bargalló-Rocha A2, García-García A1, Maldonado-Carrillo R2 and
Chong-Quero JE1*
1
Escuela de Ingeniería y Ciencias, Tecnologico de Monterrey, Mexico
2
Generac Mexico Technology Center (MTC), Mexico
*jchong@tec.mx
ABSTRACT
Classical approaches to teaching product design, development and management in Engineering

involve students taking independent courses so that they can generate the required skillset, and then
having one or two capstone courses at the end of their major in which they can integrate those skills
into a final project or product. However, this approach usually ends up in a conception stage, in which
a pretotype is built and a business plan is proposed, but lacking realism due to being far from real-life
business metrics. Through this paper we explain the details of a multi-collaboration approach with a
single industrial partner while comparing the results with more traditional single-collaboration
experiences with other industrial partners. To evaluate the performance of the collaborations, 49
students participated in a survey and gave their opinion about the diverse industrial partners they had
during their studies. The questionnaire (5-point Likert scale) asked about the brand awareness of the
industrial partners before and after the course, the involvement of such industrial partners in the
course, their sense of difficulty and self-efficacy, and their willingness to collaborate again with those
partners. The results show that brand awareness and the likelihood of willingness to collaborate with
the company increases as the partners involve more in the project through the different activities we
report in the paper. On the other hand, the difficulty of the challenges is related to a strong feeling of
self-efficacy in terms of the development of hard and soft skills. Through this paper, we present the
work in progress between Tecnológico de Monterrey and Generac's Mexico Technology Center and
the benefits for students, industrial partners and professors in a multi-collaborative approach.
Keywords: higher education, educational innovation, industry-university collaboration, product

development
Page | 42
E14 [42]
STUDENTS’ LEARNING MOTIVATION AND EXPERIENCE IN ONLINE
PRIVATE TUTORING: A NARRATIVE INQUIRY
Yung K*
Department of Curriculum and Instruction, Faculty of Education and Human Development,
The Education University of Hong Kong, Hong Kong
*kevinyung@eduhk.hk
ABSTRACT
Technological advancements and innovations hold great promise for improving students’ learning
inside and outside of school, but students may encounter obstacles in the online environment. This
study investigated the English learning motivation of Hong Kong secondary students in online private
tutoring. In Hong Kong, English is learned as an additional language and is a core subject in the
school curriculum. Secondary school students need to pass the English subject in the public exam for
further studies. Through in-depth narrative inquiry into 12 senior secondary students, their English
learning experiences and reflections in online private tutoring were compared with that in face-to-face
tutoring. Data were collected through an initial questionnaire eliciting their family and educational
backgrounds, semi-structured interviews to document their narrative experiences in private tutoring,
and follow-up conversations for clarification and elaboration of the data. The findings reveal that
students generally had a negative learning experience in online private tutoring, which was due to
constant distractions, poor concentration, limited interaction with the tutor and peers, and insufficient
learning support in the online environment. Such experiences disengaged and demotivated students in
the learning process. This study contributes to our understanding of student learning experience and
the impact of learning environments and contexts on students’ learning motivation. It is important for
researchers and practitioners in education to consider learners’ situated contexts and immediate
learning environment when conducting relevant studies on learning motivation. As the study also
indicated that there are some irreplaceable elements in face-to-face tutoring (e.g., physical proximity,
facial expressions) which could affect students’ engagement and motivation, it is crucial to consider
the balance of technology and personal interaction in the future of education.
Keywords: private tutoring, online learning, learning motivation, learner experience, narrative inquiry
Page | 43
E15 [43]
SENTIMENT ANALYSIS OF STUDENT’S PERSPECTIVES ON THE
INTEGRATION OF A FITNESS APPLICATION IN PHYSICAL EDUCATION
COURSE USING MACHINE LEARNING TECHNIQUES
Dela Rosa APM1 and Abad RPP2*

1
College of Information and Communications Technology, Bulacan State University,
Philippines
2
College of Education, Bulacan State University, Philippines
*rawilpaul.abad@bulsu.edu.ph
ABSTRACT
With the intention of encouraging physical exercise and overall well-being among university students,
the usage of fitness applications in higher education has received attention. Bulacan State University
(BulSU)-Meneses Campus, an HEI situated in Bulakan, Bulacan, offers different programs that take
Physical Activity Towards Health and Fitness (PATH-Fit) courses. Students taking PATH-Fit courses
at BulSU-Meneses used a mobile fitness application in their classes. The study utilized a qualitative
sentiment analysis methodology to determine the students’ sentiments toward integrating a fitness
application into their PATH-Fit course. When asked about their sentiments on accomplishing paper-
based forms, most of the students tend to have more difficulties in tracking and computing necessary
fitness details, felt the hassle of accomplishing the forms rather than focusing more on exercising, and
papers tend to easily be misplaced or lost. The student responses on the fitness application integration
were annotated as positive or negative depending on their sentiments. The Support Vector Machine
algorithm, a machine learning algorithm, was utilized to analyze and predict the sentiments on the
annotated data. With an accuracy of 91.34% and a class precision of 91.50% on the algorithm’s
predicted positive sentiments, students were more focused on their activities and exercises using a
fitness application. Additionally, students can use additional features offered by the application that
are helpful beyond their course’s needs. In this light, BulSU, its other campuses, and other HEIs
should consider implementing and integrating the same and other related fitness applications to
technologically advanced pedagogical approaches in the university.
Keywords: fitness applications, higher education, machine learning, mobile applications, physical
education, sentiment analysis
Page | 44
E16 [44]
TEACHERS’ ORGANIZATIONAL COMMITMENT, CITIZENSHIP BEHAVIOR,
ENGAGEMENT, AND BURNOUT IN THE NEXT NORMAL
Digamon JS* and Prado N
Liceo de Cagayan University, Philippines

*jayson212012@gmail.com
ABSTRACT
With the reintroduction of complete in-person classes in the Philippines in November 2022, the
problem of teacher burnout was only anticipated to worsen. This study determined the teachers’ work
burnout during the transition period from distance learning to in-person classes while aiming to
develop a structural model with pre-determined organizational factors, such as commitment,
engagement, and citizenship behavior. After scientific validation and reliability tests, questionnaires
were used as data-gathering tools. Data for this predictive-correlational design using structural
equation modeling were gathered from the 326 secondary school teachers of DepEd-Division
Gingoog City, Northern Mindanao Philippines. Results revealed that teachers experience a moderately
high level of work burnout, characterized further as being highly emotionally exhausted and having a
moderately high level of inadequacy or diminished personal accomplishment. Nonetheless, secondary
school teachers have high levels of organizational commitment, citizenship behavior, and work
engagement, which implies that they are dedicated and devoted, and attached to their work, actively
engaged in the activities of the schools, notwithstanding if they are not part of their formal job
description, and exhibit behaviors that contribute to the success of their schools. Finally, structural
model five best fits the existence of teacher burnout, where engagement and organizational citizenship
behavior influence teacher work burnout.
Keywords: teacher work burnout, in-person classes, distance learning, next normal, SEM
Page | 45
E17 [45]
TEACHERS’ PERFORMANCE IN RELATION TO SOCIAL EMOTIONAL
LEARNING, ADVERSITY QUOTIENT, AND 21ST CENTURY SKILLS
Pahayac A* and Prado N

*apahayac08276@ liceo.edu.ph
ABSTRACT
The main purpose of the study was to develop a causal model that draws factors leading to influence
the teachers’ performance. Means, standard deviation, Pearson Product-Moment Correlation, multiple
linear regression and structural equation modelling were employed for analysis of the data. It was
conducted in the four congressional districts of Bukidnon division, Department of Education with 349
secondary teachers as participants using an adopted and modified research instrument. The findings
revealed that teachers’ level of social emotional learning was high. However, teachers were
sometimes concerned in dealing with adversities in life. Moreover, teachers were highly practicing the
21st century skills in facilitating the teaching-learning process. Likewise, teachers’ performance was
very satisfactory. There is a significant relationship between teachers’ performance and social
emotional learning, adversity quotient, and 21st century skills. Furthermore, teachers’ performance is
affected by relationship skill, communication, and collaboration skill, innovation and ICT skill,
control, and reach. The best fitting causal model on teachers’ performance is anchored on relationship
skills and communication and collaboration skill which implies that the higher the relationship skill of
teachers, the better they perform their teaching duties. Likewise, frequent practice of communication
and collaborative skills leads to better teaching performance.
Keywords: causal model, teachers’ performance, social emotional learning, adversity quotient, 21 st
century skills
Page | 46
E18 [46]
WEEKLY 5 REVAMPING QUESTIONS IN RELATION TO SOLVING WORD
PROBLEMS WITH READING COMPREHENSION
Legisma YT*
Lumban Central Elementary School, Department of Education, Philippines

*yiannis.legisma@deped.gov.ph
ABSTRACT
This research determined the relations of five (5) weekly revamping questions on the performance of
grade 5 pupils in solving word problems with reading comprehension in Lumban Central Elementary
School, Lumban Sub-Office, division of Laguna during the school year 2022-2023. The main
instrument used in the data gathering was a questionnaire-checklist. Mean and standard deviation
were used to describe the level of performance of selected grade 5 pupils in Mathematics subject.
Regression analysis was used to find the effect of “Weekly 5 Revamping Questions” in solving word
problems with comprehension in Mathematics. It revealed that the “Weekly 5 Revamping Questions”
with regards to skills in solving word problems with comprehension had significant effect on the
performance of pupils based on quarterly test result. Upon data gathering, there was a problem with
reading skills. Therefore, there is a need to focus my action research on using “Weekly 5 Revamping
Questions” in improving the difficulty in Solving Word Problems in Mathematics with Reading
Comprehension Skills of Selected Grade V pupils of Lumban Central Elementary School, SY 2022-
2023. Pre- and post-math surveys and test were done. It was found out that reading problems were
some of the difficulties of our pupils. Indeed, effective trainings from teacher were needed. The used
of new technology, contextualized and localized instructional materials, motivation and support from
parents and peers were needed in order to produce 21st century learner. In improving mathematical
problem-solving of the pupils. The area of mathematics instruction should be of great concern of
mathematics educators in different research practice. This initial entry allowed awareness in this
problem. “We need to improve our student’s mathematical language.” Blessman & Myszczak (2001).
Keywords: revamping, reading comprehension, word problems
Page | 47
E19 [47]
ASSESSING THE WORK HABITS, CORE VALUES, CREATIVITY, AND
PRODUCTIVITY OF GENERATION Y TEACHERS IN THE NEW NORMAL
Abog M* and Prado N

*marjun.abog@deped.gov.ph
ABSTRACT
With the reintroduction of complete in-person classes in the Philippines in November 2022, the
problem of teacher burnout is only anticipated to worsen. This study determined the teachers’ work
burnout during the transition period from distance learning to in-person classes while aiming to
develop a structural model with pre-determined organizational factors, such as commitment, work
engagement, and citizenship behavior. After scientific validation and reliability tests, questionnaires
were used as data-gathering tools. Data for this descriptive-correlational and causal-comparative
research designs were gathered from the 326 secondary school teachers of the Department of
Education (DepEd)-Division of Gingoog City, Northern Mindanao, Philippines. Results revealed that
teachers experience a moderately high level of work burnout, characterized further as being highly
emotionally exhausted and having a moderately high level of inadequacy or diminished personal
accomplishment. Nonetheless, secondary school teachers have high levels of organizational
commitment, citizenship behavior, and work engagement, which implies that they are dedicated and
devoted, and attached to their work, actively engaged in the activities of the schools, notwithstanding
if they are not part of their formal job description, and exhibit behaviors that contribute to the success
of their schools. Teachers’ burnout is significantly correlated with organizational commitment, and
citizenship behavior but not related with engagement. Finally, structural model five best fits the
existence of teachers’ burnout. This model is anchored on engagement and organizational citizenship
behavior.
Keywords: in-person classes, distance learning, next normal, high level of work burnout, anchored on
engagement and organizational citizenship behavior
Page | 48
E20 [48]
BASC LICENSURE EXAMINATION FOR TEACHERS’ PERFORMANCE:
REVIEW AND ENHANCEMENT OF INSTITUTE OF EDUCATION STRATEGIC
INTERVENTION PROGRAM
Sanchez CM*, Mendoza MKAF and Adriano JP
Institute of Education, Bulacan Agricultural State College, Philippines

*maamcynthia20@gmail.com
ABSTRACT
As one of the Higher Education Institution, BASC is mandated to provide quality education which
can be measured in the performance of its graduates in board examinations. Colleges such as BASC
must be able to comply with the National Passing Percentage set by the Philippine Regulations
Commission. This study aimed to find out the performance of BASC graduates of the Institute of
Education in the Licensure Examination for Teachers in the General Education, Professional
Education and Specialization and to identify their strengths and weaknesses using a descriptive
method of research and review of the LET results. The researchers analyzed the LET results for
Academic Year 2015-2019 and it revealed that BEEd and BSEd graduates have different areas of
difficulty. BEEd graduates experienced difficulty in their Professional Education subjects while the
BSEd have shown difficulty in the Specialization. Although the over-all performance have improved
there is a need to craft Intervention program to sustain the required passing percentage and overcome
other challenges face by the students. One of the Proposed Intervention Program is the Project 3R
which means Re-evaluate, Review and Refresh. This Project will be consisted of three stages aimed at
assessing their level of understanding from the previous lessons and conduct remedial sessions if the
need raised.
Keywords: LET, enhancement, professional education subjects, general education, specialization,

Project 3R
Page | 49
E21 [49]
EMPOWERING ENGLISH WRITING SKILLS: A SYSTEMATIC REVIEW ON THE
IMPACT OF PROJECT-BASED LEARNING FROM THE TERTIARY EDUCATION
TEACHERS' PERSPECTIVE
Azman NN, Abdul RNA* and Goh YS
Academy of Language Studies, Universiti Teknologi MARA, Malaysia

*ajleaa@uitm.edu.my
ABSTRACT
This systematic review investigates the impact of project-based learning (PBL) on English writing
skills in tertiary education, focusing on the perspective of teachers. The study encompasses 19
relevant articles obtained from databases such as Scopus, WoS, Science Direct, ERIC, Semantic
Scholar, and citation searching. By synthesizing the current evidence, this review provides valuable
insights into the advantages and limitations of implementing PBL in the context of tertiary education
teachers. The purpose of this study is to contribute to the existing literature by offering
recommendations and practical implications for educators and researchers interested in utilizing PBL
to enhance writing instruction in tertiary education. The study’s relevance lies in addressing the need
for effective instructional strategies to improve English writing skills, a crucial aspect of language
proficiency among tertiary-level students. Regarding the methodology, the review employs a
systematic approach to identify and analyze relevant articles. The results of the review highlight the
benefits of PBL in fostering English writing skills, such as increased student engagement, improved
critical thinking abilities, and enhanced language proficiency. However, the limitations of PBL
implementation, such as time constraints and the need for teacher training and support, are also
identified. In conclusion, this systematic review consolidates the existing evidence on the impact of
PBL on English writing skills in tertiary education. The findings underscore the value of integrating
PBL into writing instruction while acknowledging the challenges that need to be addressed. Educators
and researchers can utilize these findings to inform their instructional practices and further
investigations in this field.
Keywords: project-based learning, writing skills, tertiary education teachers
Page | 50
F1 [50]
RESEARCH EXPERIENCE (CURE) IN A THERMODYNAMICS COURSE:
ASSESSING PERSISTENCE IN SCIENCE AMONG UNDERGRADUATE
STUDENTS IN MEXICO
Rosas-Meléndez SA1*, Álvarez-Siordia FM1, Chans GM1,2 and Almanza-Arjona YC1,2
1
2
Institute for the Future of Education, Tecnologico de Monterrey, Monterrey, Mexico
*samuel.rosas@tec.mx
ABSTRACT
Science, technology, engineering, and mathematics (STEM) fields have recently increased their
demand for a qualified workforce. In Mexico, the number of candidates pursuing graduate studies in
these disciplines is low, partly because they are unfamiliar with scientists’ daily work. Course-based
undergraduate research experiences (CURES) are a form of teaching that incorporates the use of the
scientific method, teamwork, and repetition in solving relevant problems, providing students with the
opportunity to have research experiences in the early semesters of their careers and cultivate research
competencies such as scientific thinking skills. These experiences have been shown to promote
interest and persistence in science, increase self-efficacy in research skills, help identify themselves as
scientists, and improve higher graduation rates in STEM fields. The objective of the present study was
to implement a pilot CURE in a thermodynamics course. The experience was designed for 22
sophomores registered in sustainable development engineering at a university in Mexico. The
evaluator assessed the student’s academic performance by administering a test before and after the
experience, improving the score by 63%. A previously validated survey by Hanauer et al. was adapted
to measure persistence in science. The most favored dimensions were project ownership, self-efficacy,
and scientific values, whereas science identity and networking still had some areas of opportunity.
The participants were satisfied, amazed, and confident to perform research. However, they did not
develop a remarkable sense of belonging or identity with the scientific community. A longitudinal
study will be conducted by implementing CURE in more engineering subjects through the curricula of
the same undergraduates to promote positive perceptions of scientific research and study if this
influences their future graduate studies.
Keywords: CURE, STEM, research competencies, persistence in science, educational innovation,

higher education
Page | 51
F2 [51]
GENDER EQUITY IN STEM: INSIGHTS FROM COMPETENCE-BASED
ENGINEERING EDUCATION
Chans GM1,2, Dominguez A3,4, Caratozzolo P1,2, Zavala G1,4 and Camacho-Zuñiga C1,2*
1
2
3
4
*claudia.camacho@tec.mx
ABSTRACT
Despite various attempts to promote gender equity, the underrepresentation of women in STEM fields
is still a major global issue with adverse implications for future economic and social development.
The World Economic Forum highlighted in 2022 that the demand for specialized STEM positions is
unmet due to persistent gender disparities. The literature has identified that personal, institutional, and
societal contexts influence equity, and the institutional level is critical in shaping women’s
participation and achievements. Research has demonstrated that the quality of teaching, female role
models among teachers, curricula, learning material design, the availability of resources and
equipment, and the nature of assessment practices all play a crucial role in gender disparities in STEM
fields. Our objective is to understand the gender differences in competence-based education in exact
sciences courses in engineering programs and to develop strategies to promote gender equity. The
research will focus on the impact of institutional factors on competence-based education for female
students. We use a database containing the learning outcomes of engineering students enrolled in
exact science courses at a Mexican university. The courses were delivered between 2019 and 2022 in
a competence-based educational model. Through learning analytics, we will demonstrate how factors
such as curriculum design, assessment practices, and learning activities contribute to the enhancement
of competencies of female undergraduates in exact science courses. This work will contribute to
understanding the challenges faced by female students in STEM education and provide practical
solutions for promoting gender equity within the learning environment. In addition, the findings will
assist higher education institutions in improving future education to increase women’s representation
in STEM and contribute to equitable societies.
Keywords: gender equity in STEM, competence-based education, learning analytics, female

representation, educational innovation, higher education
Page | 52
F3 [52]
ENHANCED MANUFACTURING ENGINEERING EDUCATION THROUGH
FRUGAL INNOVATION
Rodriguez CA1,2*, Vazquez E1,3, Garcia-Lopez E 1,3, Cuan-Urquizo E 1,3, Lopez-Botello O1,3,
Hendrichs N 1,3 and Romero D1,2
1
Department of Mechanical Engineering and Advanced Materials, School of Engineering and
Sciences, Tecnologico de Monterrey, Mexico
2
Department of Industrial Engineering, School of Engineering and Sciences, Tecnologico de
Monterrey, Mexico
3
Laboratorio Nacional de Manufactura Aditiva y Digital MADiT, Mexico
*ciro.rodriguez@tec.mx
ABSTRACT
Frugal innovation invites the use of a limited amount of resources to achieve an objective. This
project applies the principles of frugal innovation to explore new ways to enhance learning of
manufacturing engineering topics. The reported research focuses on learning about manufacturing
process variability and process capability, using simple raw materials and at-home experiments. The
materials and methods involve these steps: (a) collection of raw materials and ruler in mm units by
students before the lecture, (b) brief explanation of the manufacturing engineering concepts during
on-line lecture, (c) explanation of the at-home experiment and signing of consent letter by the
students, (d) assessment of key concepts with short quiz (before experimentation snapshot), (e)
experimentation during on-line lecture (students are instructed to manually manufacture of a simple
product with 10 replications and measure key dimensions of the product), (f) brief analysis of process
variability though a Google Sheets document where students capture their dimensional metrology
data, (g) assessment of key concepts with short quiz (after experimentation snapshot), (h) analysis of
process variability factors and proposal for improved process with a new set of 10 replications for the
product (this step is the homework), (i) discussion of the proposals for improved processes and
quantification of reduction in process variability (standard deviation for key dimensions). Key
findings of this research: (a) learning: an improvement of the quiz score when comparing before and
after the at-home experiment (70 to 83%), (b) innovation: once the students reflect about the at-home
experiment, a large proportion (> 95%) innovates with an improved process that reduces the process
variability, showing an understanding of the factors involved and (c) motivation: hands-on
experimentation makes learning fun.
Keywords: frugal innovation, engineering education, manufacturing engineering education, process
capability, metrology
Page | 53
F4 [53]
CONTEXT DESIGN PRINCIPLES TO ENCOURAGE AND FACILITATE
ENGAGEMENT AND IMAGINATION IN MATHEMATICS LEARNING
Rodriguez R1* and Bourguet RE2
1
Science Department, Tecnologico de Monterrey, Mexico
2
Industrial Engineering Department, Tecnologico de Monterrey, Mexico
*ruthrdz@tec.mx
ABSTRACT
This proposal of context designs (cases) aims to support the learning of mathematical notions such as
Differential Equations (DE). In such a way that it allows the student to know more closely approach
this object of knowledge. This approximation allows him to build meanings of the structure itself and
the use of the DE notion in problems of social contexts. In previous research, a high failure rate is
reported on this topic. It is also intended to contribute toward this direction in the scientific training of
engineers and citizens in general. The central question in this paper is to know if the study of real
phenomena with a certain complexity using systemic thinking favors the construction of meanings to
the DE object by the students. The design of contexts for the subject-object relationship in the
construction of mathematical knowledge is presented. In this research, we imagine with the students
decision-making contexts of near and possible futures in post-pandemic times and in a digitalized
society that offer hope and encourage entrepreneurship for economic development focused on
solutions to social problems. It was decided that the contexts were situations close to the students, that
they were interested in the ideas that were presented there. One of the cases that we implement has to
do with the inclusion of a community with disabilities in the workplace. The purposes of context
design are to encourage subject engagement and to facilitate harmonious closeness with the object.
The case has low difficulty and complexity, that is, it is asked to decide in a structured problem,
complete information and a single concept, as well as a focus on the short cycle and a case with an
extension of one or two pages. The research will have a mixed approach with a high emphasis on
qualitative analysis is expected to be complemented with the part of the study of the evolution of
critical and/or systemic thinking when students face this type of scenario during a Mathematics class.
We consider that the evidence of the students effectively allows us to see an evolution of the meaning
attributed to a DE by the students, especially in the interpretation of the context that was presented to
them. The contexts designed and presented provide conditions to individually reflect on the meaning
of the parameters, the structure of the differential equation and its solution within the framework of a
socio technological problem of a certain complexity.
Keywords: innovation educational, engineering education, mathematics, generics competences,

engagement, differential equations, modeling
Page | 54
F5 [54]
R PROGRAMMING IN SENIOR HIGH SCHOOL QUANTITATIVE RESEARCH:
ITS INFLUENCE ON STUDENTS’ DATA ANALYSIS PERFORMANCE AND
ANXIETY
Lumacad GS*
Higher Education Department, St. Rita’s College of Balingasag, Philippines

*gernellumacad@srcb.edu.ph
ABSTRACT
The accelerating advancement in teaching and learning environments demands robust teaching
strategies to optimize students’ learning experiences and fully achieve the expected learning
outcomes. This paper discusses the influence of R programming on senior high school students’ data
analysis performance and statistical anxiety. The data analysis using R is performed in RStudio – an
integrated development environment for R. A pretest-posttest quasi-experimental control group design
is employed in this study. Two intact senior high school classes from a local private high school in the
Philippines were utilized in conducting the experiment. During the intervention phase, the teacher
employed R programming as the proposed strategy for the experimental group, where students
performed data visualization, exploratory data analysis, hypothesis testing, and data interpretation, as
opposed to the conventional teaching method used in the control group. A delayed posttest was then
administered to compare the data analysis performance and statistical anxiety of the control group and
experimental group. One-way analysis of covariance (ANCOVA) revealed that there was a significant
improvement in data analysis performance and a significant reduction in statistical anxiety among
students in the experimental group as compared to students in the control group. The implications of
this study will be useful for research educators, as R programming may be used to promote senior
high school students’ data analysis performance in quantitative research.
Keywords: data analysis performance, statistical anxiety, R programming
Page | 55
F6 [55]
MATH APPRECIATION: EXPLORING THE ANTIDOTE FOR MATH ANXIETY
Pascual EA1* and San Miguel NV2

1
Department of Education, Nagcarlan Sub-Office, Laguna, Philippines
2
Department of Education, Lumban Sub-Office, Laguna, Philippines
*elymarpascual@rocketmail.com
ABSTRACT
Much has been said and studied about math anxiety providing hindrance to learners on achieving
academic proficiency, and math appreciation is seen to be the antidote in this case. It is the sum of the
affirmative attitude of learners in dealing with math-related concepts, the way they embrace
cooperative learning in class, their positive response to challenges, and the way they apply into
practical life the numeracy skills they learned in the four corners of the classroom. This study is
focused on the mixed quantitative and qualitative exploration of the introduction of math appreciation
in the Department of Education, District of Lumban, Laguna. With 9 participating elementary schools,
60 respondents in an online survey, and 9 participants in a focused group discussion, issues connected
to math appreciation were investigated. Sources of math boredom, interventions applied, role of math
appreciation in learners’ performance, support of school and community, and a look into the
education system were the main parts of the qualitative investigation. On the quantitative part,
mathematics mean percentage score (MPS) of school years 2020-2021 and 2021- 2022 were seen to
have significant difference at alpha level 0.05 (p = 0.01439). Learners significantly perform better
when math appreciation was in context with teaching and learning process. Five themes were
developed in this study: (a) Sources of Math Boredom, (b) Intervention to Raise Math Appreciation,
(c) Math Appreciation Role in Learners’ Performance, (d) Math Appreciation Sustenance, and (e) The
Education System and Math Appreciation. Recommendations to math teachers and coordinators,
district and division high officials, and to education curriculum developer were laid down at the end
of the study.
Keywords: mathematics, teachers, learners, intervention, school, community
Page | 56
F7 [56]
PROMOTING MATHEMATICAL COMMUNICATION SKILL THROUGH

DESMOS – ELPSA BASED ACTIVITY IN TEACHING QUADRATIC FUNCTION
GRAPH
Faradillah H*
Mathematics Education Department, Faculty of Education, Sampoerna University, Indonesia

*faradillah.haryani@sampoernauniversity.ac.id
ABSTRACT
The National Research Council defines engaging and communicating with mathematics as one of the
strands in Mathematical proficiency. Communicating with mathematics is also crucial for problem-
solving since students must communicate the solution alongside the reasoning. Moreover, according
to the most recent mathematics literacy assessment - PISA 2018 results, all OECD nations are only
able to meet four of the six PISA Mathematics proficiency levels, with the unachieved levels placing a
greater emphasis on communicating the action mathematically. Therefore, there is an urgency to
develop mathematical communication skills in student learning activities. This study investigates the
effect of Desmos-ELPSA-based activities on the development of mathematical communication skills
in a college algebra class with 31 students. Two Desmos activities were created utilizing the ELPSA
(Experience, Language, Pictorial, Symbolic, and Application) framework to encourage students to
communicate mathematics orally or in writing. The first activity is Desmos Polygraph, in which
students build a grasp of quadratic function graph terms and features by bridging informal and formal
language. The second activity is Desmos Classroom Activity, where students and the teacher engage
in a mathematical discourse about quadratic function graph. The data involving discourse transcript
and student responses in Desmos were analyzed using a qualitative approach and described in
accordance with the ELPSA framework, focusing on mathematical communication skills involving
translation, interpretation, formulation, and explanation. The analysis showed that the Desmos-
ELPSA-based activities successfully promoted the development of mathematical communication
skills in the class, with students demonstrating an improved ability to communicate mathematical
ideas and reasoning both orally and in writing. Future studies may look at how the competence level
differs from the communication skill profile to provide better differentiated instruction.
Keywords: mathematical communication, ELPSA, Desmos, PISA, mathematical literacy
Page | 57
F8 [57]
EVALUATING THE READABILITY OF PRACTICAL RESEARCH OUTPUTS OF

SENIOR HIGH SCHOOL STUDENTS USING GUNNING FOG INDEX: AN
EXPLORATORY STUDY
Cagas RLD*
Teacher Education Program, St. Rita’s College of Balingasag, Philippines

*rinacagas@srcb.edu.ph
ABSTRACT
The aim of this exploratory study was to evaluate the readability of practical research outputs
produced by Senior High School (SHS) students using the Gunning Fog Index (GFI). The study used
a descriptive research design, with SHS students submitting their practical research outputs for
evaluation. The readability of the research outputs was analyzed using the GFI, which assesses the
complexity of a text by examining sentence length and the use of complex words. The findings of the
study indicated that the majority of the practical research outputs produced by SHS students had a
readability level that was higher than the recommended level for their grade level. This suggests that
SHS students may need to improve their writing skills to make their research outputs more accessible
and understandable to their target readers. It is important for students to be able to communicate their
research effectively to different audiences, including those who are not experts in their field. The
study concludes that the GFI is a useful tool for evaluating the readability of practical research outputs
produced by SHS students, and recommends the development of writing programs and interventions
to help SHS students improve their writing skills. Such programs could focus on improving sentence
structure, vocabulary, and use of complex words to ensure that the research outputs produced by
students are understandable and accessible to their intended audience. This study highlights the
importance of readability in practical research outputs and the need for students to improve their
writing skills. The use of the GFI provides a simple and effective method of assessing readability, and
its application can support the development of effective writing programs and interventions for SHS
students.
Keywords: gunning fog index, practical research, senior high school
Page | 58
F9 [58]
THE CONNECTION BETWEEN ART EDUCATION AND CREATIVITY
Iranfar A1,2* and Duffek M1,2

1
Department of Human Sciences, University of Debrecen, Hungary
2
MTA-DE-Parent-Teacher Cooperation Research Group, University of Debrecen, Hungary
*arshia.iranfar10147@gmail.com
ABSTRACT
Art education can increase the ability to learn, increase the power of understanding, and expand the
human view of the world and its phenomena in the human mind. Art education can develop creative
and critical thinking by taking advantage of its cognitive beauty. If we consider artistic creation to be
synonymous with innovation, imagination, and creativity, then we should also believe in the positive
effect of creative power that strengthens people's self-confidence and helps to form a desirable image
of a person. Art activities should be regulated in such a way that they are unlimited. Creativity deals
with creative processes and not the art product. When we judge children's art activities based on the
completion of an artwork, we limit their ability to practice creativity. Art helps a person's mind move
in a relaxing atmosphere, explore and discover new things, and express thoughts that have not been
experienced. As a result, art is the basis of motivation and makes a person move. A person who is
motivated and moves forward purposefully, his creativity will help him to reach his goal like a friend
by creating beauty, Art gives peace to the human brain and creates conditions for brain cells to think
in a space away from the noise and worry. And it can lead a person to his inner self, and if a person
knows himself in the meantime and discovers a great mission and goal for himself, it causes a
transformation in a person that is the basis of internal motivation, and this itself is the background of
creativity in it will be human. Art education strengthens the use of active imagination in humans, and
this itself can be the basis for new ideas that they have made practice.
Keywords: art education, creativity, increase understanding, develop critical thinking, strengthen
imagination
Page | 59
F10 [59]
THE APPLICATION OF THE COMPETENCY-BASED EDUCATION IN

SECONDARY SCHOOL MATHEMATICS EDUCATION IN SRI LANKA
Fairoz FR*
Department of Education, Faculty of Social Sciences, Arts, and Humanities, Lincoln

University College (LUC), Kelantan, Malaysia
*rffairoz@lincoln.edu.my
ABSTRACT
Sri Lanka has been committed to providing free compulsory quality education for all children in the
country irrespective of their race, religion, and ethnicity. Though its achievements are commendable,
the quality and relevance of education remain questionable. The Competency-Based Education (CBE)
system, introduced in 2007, intends to model the education system in the country to prepare a
workforce equipped with adequate skills and knowledge for the dynamic world of work. Hence, it has
to overcome three major challenges, the curriculum, assessments, and the inadequate quality of
education. The study aims to explore the challenges faced by the teachers in the implementation of
CBE based mathematics teaching process in Sri Lanka. In this qualitative study, data were collected
from 46 mathematics teachers in the Western Province of Sri Lanka, using a survey questionnaire.
The analysis of the literature identified three major themes: (a) Insufficient in-service training for
teachers on CBE; (b) Insufficient teaching and learning resources; and (c) Low student cooperation
during the teaching-learning process. The findings suggest that teachers face a variety of challenges
that impede the successful implementation of CBE in the teaching-learning process. As suggestions,
since teachers are the implementers of the CBE, continuous professional development exercises are
offered by experts in CBE to the teachers with ample hands-on tasks and to monitor the ongoing
teaching-learning process to ensure the competency of the teachers in applying the CBE effectively in
the mathematics classroom, which in return will gain the cooperation of the students. Also, the
Ministry of Education (MOE) should devise ways of providing quality and relevant teaching and
resources that are consistent with the CBE curriculum.
Keywords: competency-based education, continuous professional development, the world of work,

curriculum, assessment, literacy
Page | 60
F11 [60]
TRACER STUDY: ITS CONTRIBUTION TO THE EMPLOYMENT STATUS,

PROFESSIONAL GROWTH AND COMPETENCIES OF GRADUATES
Parcasio IG*, Alawas DE, Yango DM, Colinang DCL, Lascano EA, Allay BB, Dolendo RB,
Lubrica PA, Capili AC, Cuevas JP, Cuadra IC, Angiwan ES, Los-ok M, Marquez HM and
Quijano GD
Advanced Studies, Benguet State University, Philippines
*i.parcasio@bsu.edu.ph
ABSTRACT
The graduate programs offered in the college aim to provide quality education that emphasizes the
development of relevant pedagogical and technical knowledge, skills, competencies, and values for
good citizenship and produce competent and qualified teachers, librarians and guidance counselors.
The research methodology used is a combination of quantitative and qualitative methods. A
descriptive survey was utilized to gather data from the respondents (N = 203). Themes were generated
from the qualitative data collected. Results show that a high percentage of the respondents are
employed in the government, with permanent status and got promoted after finishing the degree. The
contributions to professional competencies are the performance of individual work, critical thinking
and intellectual and moral discourses. The curricular activities namely: research-based activities for
Doctor of Philosophy and Academic Advising for MA Programs were the greatest contributors to the
professional growth of the graduates. The benefits enjoyed after finishing their degrees are better
positions, salary increase, prestige, greater respect from colleagues, and awards. The
recommendations are: more partnerships, strengthened community extension activities and
management of relevant curricula.
Keywords: employment status, professional growth, learning competencies, professional-based

learning, practice-based learning
Page | 61
F12 [61
EFFECTIVENESS OF FOOTWORK AND HANDWORK DRILLS IN ENHANCING

THE FEMALE COLLEGE STUDENT’S DRIBBLING SKILLS
Banawan RC*
Faculty of Physical Education, Lourdes College, Philippines

*ruby.banawan@lccdo.edu.ph
ABSTRACT
Basketball is a widely loved sport around the globe. However, it can be a challenging sport to learn,
especially for inexperienced players like female non-athlete college students. This study investigated
the effectiveness of footwork and handwork drills in enhancing the dribbling skills of female college
students (N = 68) from a private tertiary school in Cagayan de Oro City, Philippines. A quasi-
experimental design was employed to determine the effectiveness of the two interventions. The
footwork and handwork drills were found to be effective in improving the participants’ dribbling
skills when performed regularly, such as three times a week for four consecutive weeks. The groups
significantly differed in their scores with the footwork drills group having a higher mean than the
handwork drills group. This implies that the footwork drills intervention was more effective than the
handwork drills intervention in improving the students’ dribbling coordination skills. These findings
confirm the assumption that footwork and handwork drills could enhance the dribbling skills of
female college students. The interaction between the system dynamics theory and motor learning
theory helped explain the improvement in the students’ dribbling skills. The findings point to student-
athletes needing footwork drills to enhance their dribbling skills and lessen the possibility of injuries
when participating in physical activities.
Keywords: dribbling skills, footwork drills, handwork drills
Page | 62
F13 [62]
SUSTAINABILITY DRIVEN DESIGN EDUCATION – NEED FOR REVAMPING

CURRICULUM TO PROMOTE SUSTAINABLE PRACTICES IN BUILT
ENVIRONMENT
Munagala L1,2* and Jothilakshmy N3

1
Sri Venkateshwara College of Architecture, India
2
Sathyabama Institute of Science & Technology, Chennai, India
3
Saveetha College of Architecture & Design, SIMATS Saveetha University, India
*archlalitha@gmail.com
ABSTRACT
The aim of the paper is to suggest new methods of studio teaching and suggestions to revamp the
curriculum which meets the present day needs of practice. An experimental study conducted to
overcome the problem of pedagogy in architectural design studio. The responsibility of an architect is
not limited to design buildings only aesthetically pleasing and functional but also environmentally
responsible. To achieve this, the sustainable strategies to be integrated into our education and practice.
The aim of this paper is to share a new method in architectural design studio teaching by creating a
contextual design studio away from the conventional design studio. This experimental studio
education provides a hands-on learning environment where students can experiment with the
principles of sustainability and green rating system and application of design strategies. This paper
includes the findings of qualitative data and discuss the futuristic pedagogy to revamp the curriculum.
By incorporating sustainability into the studio curriculum, students can learn to design buildings that
are energy-efficient and promote sustainable living. The need for sustainable design has led to an
increased focus on the education of architecture students. The objectives achieved through literature
study, data collection and analysis through qualitative approaches by means of interviews and
surveys. The analysis included on different approaches to embrace sustainable education to enrich
design studios to make the students or the future professionals’ market ready. The methods discussed
in this paper includes creative learning environments, studio culture, cooperative design studios,
design juries and jury as an expression of values and beliefs.
Keywords: creating learning environment, sustainable education, architectural design studios,

Conventional Design Studios (CDS), studio culture
Page | 63
F14 [63]
INFLUENCE OF SCHOOL-BASED FEEDING PROGRAM ON ACADEMIC

PERFORMANCE OF WASTED AND SEVERELY WASTED JUNIOR HIGH
SCHOOL LEARNERS IN TALANGAN INTEGRATED NATIONAL HIGH SCHOOL
Monfero GC1* and Baldovino KR2

1
Talangan Integrated National High School, Philippines
2
Nagcarlan, Laguna, Philippines
*gladys.monfero@deped.gov.ph
ABSTRACT
Health is one of the most important factors in a child’s education. Having good health leads to good
learner performance. The purpose of this study was to investigate the influence of the school-based
feeding program on academic performance of wasted and severely wasted Junior High School
learners in Talangan Integrated National High School, Nagcarlan, Laguna, Philippines. The school-
based feeding program has 96 recipients; however, 38 selected learners were the respondents of this
study. There are two-group shifts, with two grade levels in each shift. School-based feeding program
started on the 3rd quarter of the school year. The final grades of the respondents for the second and
third quarter were gathered. After gathering the data, it was found out that the academic performance
of the learners from second quarter to third quarter of the school year significantly increased, using
paired t-test and supported by p-value. Good health matters in acquisition of competency and having
utmost learning. Recommendations to school heads and officials, teachers and advisers, DepEd
officials, family and community were laid down at the end of the study.
Keywords: health, school-based feeding program, academic performance
Page | 64
G1 [64]
THE ROLE OF SCHOOL SUPPORT STAFF IN STRENGTHENING THE

RELATIONSHIP BETWEEN PARENTS AND THE SCHOOL
Dan BA1,3, Csók C2,3*, Alter E2,3, Bacskai K2,3 and Pusztai G2,3
1
Department of Doctoral Program on Educational Sciences, University of Debrecen, Hungary
2
Institute of Educational Studies and Cultural Management, University of Debrecen,
Hungary
3
*csokcintia@gmail.com
ABSTRACT
The number and responsibilities of school support personnel are growing globally as a result of the
increased family, upbringing, and educational issues. Due to their knowledge and expertise in
mediating between the family and the school, support professional groups working in or collaborating
with schools are deserving of special attention. This presentation discusses how school psychologists,
special education teachers, and school social workers interact with and communicate with parents.
Our research questions concern how school support staff can enhance cooperation between schools
and families and promote parental involvement in schools. Our research was based on the PRISMA
criteria, which provides a protocol for systematic literature reviews. We found 392 articles in the
scientific search engine of EBSCO Discovery Service. Two researchers reviewed the abstracts, and if
the inclusion criteria were met, the full texts were exported to Zotero for content and methodological
quality assessment (N = 61). In our text database, which consists of 32 empirical journal articles, we
included 9 studies by cross-referencing and analyzing a specialized journal. Our findings suggest that
while special educators take into account individual characteristics, school social workers and school
psychologists typically contribute to the growth of a cooperative connection between parents and
teachers by employing the methods of family and community development. A delivery of the best of
the work methods used by school assistants to support the two-way relationship between parents and
the school can emerge from the systematically reviewed articles. The research on which this paper is
based has been implemented by the MTA-DE-Parent-Teacher Cooperation Research Group and with
the support provided by the Research Programme for Public Education Development of the Hungarian
Academy of Sciences.”
Keywords: school support staff, school social workers, special education teachers, school
psychologists, parental involvement, public education
Page | 65
G2 [65]
PARENTS’ ROLE IN MENTORING
Godó K1,2* and Godó I1,2

1
2
*katalin1en@gmail.com
ABSTRACT
There are various ways in which parents can be involved in school, including when their child is
involved in extra-curricular activities, which can be a determining parameter of the student’s success
in school (Epstein, 1987). There is an increasing appreciation of the opportunities that schools offer to
students outside the classroom, which can lead to both academic and personal growth. It can also play
a role in preventing early school leaving. However, there are differences in parental involvement at
different stages of life. In the presentation, we investigate the interaction between parents of primary
school students in grades 7-8 participating in the Teach for Hungary mentoring program and the
university mentors who mentor their children. To this end, we conducted semi-structured interviews
with 17 people in spring 2022, in which we addressed the mothers or fathers of primary-school
students from small villages in the vicinity of the University of Debrecen. Our interviewees were
predominantly between 30 and 40 years old. There were differences by socio-economic status in the
dynamics, frequency and form of parent-mentor contact. In the type analysis of the interviews, we
were able to distinguish between active and passive parents. Our results call for the promotion of the
program’s openness to parents, the means and methods of which can be varied.
Keywords: parental involvement, mentoring, Let’s Teach for Hungary Mentoring Program (LTHMP)
Page | 66
G3 [66]
TEACHERS' VIEWS OF THEIR RESPECTIVE ROLES IN PARENTAL
INVOLVEMENT - SUPPORTING PARENTS IN A RESILIENT WAY
Fekete EK1,2*, Ceglédi T, Balogh J1,2 and Mándoki R1,2

1
Center for Higher Education Research and Development, Institute of Education, University
of Debrecen, Hungary
2
*emesekincsofekete@gmail.com
ABSTRACT
What can school and teachers do to ensure that parental involvement is effective (Imre, 2017; Kim,
2009; Marton, 2019)? What do teachers think about this? In our presentation, we seek to answer the
question of how teachers understand the problems and their own role related to resilient support of
parental involvement. The field of our research was three Hungarian counties with a high proportion
of schools with a disadvantaged and cumulatively disadvantaged student composition. In the autumn
of 2021, we conducted semi-structured individual interviews with 45 primary and secondary school
teachers, averaging 68 minutes. Following the development of preliminary expert subsamples,
interviewers selected the interviewed teachers using theoretical sampling. Coding was performed on
the transcripts of the interviews using Atlas.ti (Friese, 2012). Strauss and Corbin’s “interpretive
grounded theory” method was applied (Sebastian, 2019). As a result of the open, axial and selective
coding procedures, a central category, reflexivity, emerged, which is related to the teachers’ and
parents’ scope/margins, intentions and knowledge. By exploring all these factors, we can answer how
teachers can support parents in parental involvement in a resilient way. The research on which this
paper is based has been implemented by the MTA-DE-Parent-Teacher Cooperation Research Group
and with the support provided by the Research Programme for Public Education Development of the
Hungarian Academy of Sciences. This paper was supported by the János Bolyai Research Scholarship
of the Hungarian Academy of Sciences and by the ÚNKP-22-5 New National Excellence Program of
the Ministry for Culture and Innovation from the source of the National Research, Development and
Innovation Fund.
Keywords: parental involvement, reflexivity, resilience, Grounded Theory
Page | 67
G4 [67]
PARENTAL INVOLVEMENT: COLLABORATIVE TEACHER-PARENT
COMMUNICATION
Szabó D1,2* and Kocsis Z1,2

1
Department of Educational Studies, Faculty of Humanities, University of Debrecen,
Hungary
2
MTA-DE-Parent-Teacher Cooperation Research Group, University of DebrecenHungary
*szabo.dora@arts.unideb.hu
ABSTRACT
The technological changes and the COVID-19 epidemic have caused several changes in education,
among which communication stands out. Globally, there is a wide range of online communication
platforms and options available to educators. In the course of our research, we examine
communication between teachers and parents, especially its digital possibilities, which support the
teacher-parent partnership. The research was implemented by the MTA-DE-Parent-Teacher
Cooperation Research Group with support provided by the Research Program for Public Education
Development of the Hungarian Academy of Sciences. The Research Group aims to study parental
involvement in Hungary. The empirical basis is 45 interviews conducted in 2023. The interviews were
analyzed using the Atlas.ti program. During the thematic analysis of the qualitative research, we
analyzed three main topics: the advantages, disadvantages, and obstacles of digital communication
from the perspective of the teachers, the types of communication, and the attitude of teachers
regarding the role of mutual digital communication. The main question of our study was what online
communication channels teachers use with parents, and how digital communication promotes their
partnership. We hypothesize that online communication functions as a partnership-building tool and
well-functioning digital communication between parents and teachers supports it and contributes to
the optimal holistic development of students. The research on which this paper is based has been
implemented by the MTA-DE-Parent-Teacher Cooperation Research Group and with the support
provided by the Research Programme for Public Education Development of the Hungarian Academy
of Sciences.
Keywords: education, parental involvement, parental engagement, parent-teacher communication,

online communication
Page | 68
G5 [68]
FAMILY–SEN SCHOOL COLLABORATION AND ITS IMPORTANCE IN
GUIDING EDUCATIONAL AND HEALTH-RELATED POLICIES AND
PRACTICES IN THE HUNGARIAN MINORITY COMMUNITY IN ROMANIA
Dan BA1,2,3*, Kovács KE1,4, Bacskai K1,3, Ceglédi T1,3 and Pusztai G1,3
1
2
Bonitas Special Education Center, Oradea, Romania
3
Hungary
4
Institute of Psychology, University of Debrecen, H-4032 Debrecen, Hungary
*dan.beata@yahoo.com
ABSTRACT
Special education professionals primarily empower the families of children with atypical development
by relying on the organizational factors of individual support and services. On the other hand, the
decision-making/partnering factors of the educational and general health processes receive less
attention. The present study aims to explore the place of the parent–school relationship within the
framework of a special educational institution in Romania. Involving Hungarian special education
teachers (N = 12) from Romania, we analyze the school involvement of the parents of students with
special educational needs in Bihor County, Romania, concerning their children’s academic
achievement and well-being. Based on the literature, saturation can be achieved with 9–10 interviews.
Our analysis is also characterized by the factors that can reduce the size of the sample required to
achieve saturation. The qualitative research data were recorded through semi-structured interviews,
organized through deductive categorization, and analyzed thematically using Atlas.ti. The results
highlighted the essential elements of the parent–school relationship, e.g., communication practices,
active inclusion programs, support services, and peer acceptance plans. We believe it is important to
emphasize that, in the study, families frequently better understood their child’s situation and health-
related issues and advocated more effectively for the recognition of their rights. However, as an active
player in everyday education, the teacher can better organize development activities for the child’s
specific needs and plan complex habilitation/rehabilitation. The current study could be expanded by
conducting additional interviews, introducing participants to broader concepts of collaboration, and
asking participants to generate additional ideas about family and SEN school collaboration. We also
believe that future research should contribute to a more positive relationship between SEN schools
and families.
"The research has been implemented by the MTA-DE-Parent-Teacher Cooperation Research Group and
with the support provided by the Research Programme for Public Education Development of the
Hungarian Academy of Sciences. Supported by the János Bolyai Research Scholarship of the Hungarian
Academy of Sciences and the ÚNKP-22-5 New National Excellence Program of the Ministry for Culture
and Innovation from the source of the National Research, Development and Innovation Fund."
Keywords: special needs teachers, SEN, parental involvement, Hungarian minority, Romania
Page | 69
G6 [69]
BROKEN STEREOTYPES? PARENTAL INVOLVEMENT IN ROMA STUDENTS’
SCHOOL CAREERS
Horváth A, Ceglédi T*, Alter E, Godó K, Godó I, Papp H and Tóth E

*cegledi.timea@arts.unideb.hu
ABSTRACT
The presentation examines the role of home-based and school-based parental involvement (PI) in the
academic achievement of Roma children. The first research question is whether and how do Roma
and non-Roma students’ perceptions of their own parents’ PI differ? Second, how does this perceived
PI affect academic achievement? The Discovery of Hidden Value of Mentoring database includes
survey data of 13-14-year-old students (N = 206; Roma: 31.1%, non-Roma: 68.9% – according to
self-identification). Cross-tabulation analysis and linear regression analysis were used to answer the
research questions. Based on students’ responses, results show that while there is a slight advantage
for non-Roma parents in formal school-based PI (e.g., parent-teacher conferences), there is no
difference between Roma and non-Roma parents in the informal school-based and home-based PI
(contrary to stereotypes). The students’ disadvantaged social background most strongly affects the
students’ poor academic performance, overriding both the Roma origin and the compensatory effect
of PI. The variance explained by the regression model is 30.4%, F(7) = 5.18, p < 0.001. The results
point out that the Roma students’ unfavorable social background is an overwhelming disadvantage at
school, which cannot be compensated by the fact that Roma parents support their children with almost
similar levels of activity in home-based and school-based PI.
"The research has been implemented by the MTA-DE-Parent-Teacher Cooperation Research Group
and with the support provided by the Research Programme for Public Education Development of the
Hungarian Academy of Sciences. Supported by the János Bolyai Research Scholarship of the
Hungarian Academy of Sciences and the ÚNKP-22-5 and ÚNKP-22-2-I New National Excellence
Program of the Ministry for Culture and Innovation from the source of the National Research,
Development and Innovation Fund."
Keywords: Roma parents, parental involvement, mentoring
Page | 70
G7 [70]
THE COMPARISON OF PARENTAL INVOLVEMENT OF PUBLIC AND
CHURCH-RUN SCHOOLS
Pusztai G1,2, Demeter-Karászi Z1,2*, Major E1,2 and Puskás M1,2

1
Hungary
2
MTA-DE-Parent-Teacher Cooperation Research Group, Hungary
*demeter-karaszi.zsuzsanna@arts.unideb.hu
ABSTRACT
Families have a great influence on students’ educational achievement and the greatest challenge for
the education system is to compensate for the resulting disadvantages. The education policy aimed at
reducing social inequalities in the school system emphasizes the importance of parental involvement
in the children’s academic life and education. Overseas research suggests that the institutional sector
can have an impact on the attitude of schools towards parents. Early research on church-run schools
pointed out specific patterns of engagement with parents. Our analysis investigated whether we can
speak of a different relationship with parents in church-run institutions compared to public schools.
The database for our qualitative research consists of a corpus of semi-structured interviews with 45
primary and secondary school teachers, conducted in the autumn of 2021, based on a self-developed
interview outlined within the framework of the research project Developing Teachers’ Skills for
Parental Engagement. Our analysis shows more of a similarity between the two school-maintaining
sectors in terms of parent-school relations, as in the examined area the majority are disadvantaged
parents, with whom teachers find it difficult to maintain contact. Our results also show that the older
church-run schools with an established culture and the culture of new church-run schools that are
currently taking shape have different impact on the parent interaction. The practical result of our
research is that it has drawn attention to the fact that the parent-school partnership is an area in need
of improvement in the examined schools and in teacher training.
Keywords: parent-school cooperation, public schools, religious schools
Page | 71
G8 [71]
HOMESCHOOLING: A LIBERATING EDUCATION

Winata W*
Educational Technology, Graduate School, Universitas Muhammadiyah Jakarta, Indonesia

*widia.winata@umj.ac.id
ABSTRACT
Single homeschooling has become a phenomenon in various countries, including Indonesia. The
effect of the COVID-19 pandemic is that many children study at home by taking advantage of time
with their parents. Although Indonesia has entered the new normal phase, single homeschooling
remains a trend. The reason for parents is to provide educational services so that children’s potential
can develop optimally. Children do not need to learn things that they are not interested in. But many
parents are confused about how to put together a single homeschooling program. This study aims to
describe the steps for preparing programs that have been carried out in family A. The method used is
qualitative phenomenology with data collection techniques through observation, interviews, and
documentation. Data analysis was conducted by collecting data, presenting, and concluding. Claims
of data validity are supported with extended participation, sharing, and data triangulation. The results
found that the steps for preparing a single homeschooling program are: exploring children’s problems,
determining expectations, determining interests, compiling learning objectives, implementing
learning, assessing learning outcomes, and following up learning outcomes. The implications of this
study could be an example for parents who would design a single homeschooling program without
involving other communities.
Keywords: single homeschooling, family, individual learning, interest, COVID-19 pandemic
Page | 72
G9 [72]
IMPLEMENTATION OF INDONESIAN LANGUAGE (L1) IN THE ENGLISH (L2)
COMPLUSORY CLASS FOR TRANSLANGUAGING PEDAGOGY
Ningsih YDR*
Department of English Education, Faculty of Language and Literature Education,

Universitas Pendidikan Indonesia, Bandung, Indonesia
*yohanadianr@upi.edu
ABSTRACT
The aim of this current study is to examine and find out how the Indonesian senior high school
students perceive the use of Indonesian language (L1) in English (L2) compulsory classes. In English
compulsory classes, teachers and students are expected to have the necessary proficiency as the
English (L2) learners and teachers by mastering general English. This study implemented descriptive
qualitative method and used a questionnaire and an interview as the research instruments.
Questionnaires were administered to 50 students of grade eleven in one of senior high schools in
Indonesia. Four students who represented both negative and positive perspectives of the use of
Indonesian language were chosen for follow-up interviews. The results of this current study reveal
that Bahasa Indonesia (L1) can be a useful tool for learning English. However, when L1 is overused
in the English classes, opportunity to explore the lesson is limited and students only get less exposure
towards the target language. It also results in diminishing students’ experiences in learning and
producing students’ negative views. The implications of this study are then explicated in accordance
to translanguaging as teaching pedagogy that in environments where English is taught as a foreign
language (L2), such as in Indonesia, the moderate translanguaging methodology may meet the needs
of the students by creating a third space in the classroom where the underprivileged group can
advance and be empowered.
Keywords: bilingualism, English compulsory class, Indonesian, L1, L2, translanguaging
Page | 73
G10 [73]
CROSS-CULTURAL COLLABORATIVE RESEARCH: LESSONS FROM A
COLLABORATIVE PARTICIPATORY ACTION RESEARCH PROJECT
Napasu A1*,Haihavu L2, Elisha J3, Sailo D4 and Tasker C1

1
Research and Postgraduate Studies, Pacific Adventist University, Papua New Guinea
2
Faculty of Business, Pacific Adventist University, Papua New Guinea
3
Faculty of Humanities, School of Humanities, Education and Theology, Pacific Adventist
University, Papua New Guinea
4
Faculty of Theology, School of Humanities, Education and Theology, Pacific Adventist
University, Papua New Guinea
*alice.napasu@pau.ac.pg
ABSTRACT
With the increasing challenges of living and learning in the 21st century, collaboration, what
previously occurred as face-to-face, has advanced from within a specific organization into a more
global team. This study used a participatory action research (PAR) approach to develop and
implement capacity-building workshops for 32 novice supervisors of master and doctoral theses
through a collaborative research project in a cross-cultural setting across two countries. A team of five
(5) researchers from a university in Australia worked collaboratively with a team of five (5)
researchers from a university in Papua New Guinea (PNG). Lessons from this participatory action
research identified that cross-cultural collaboration is beneficial both in research, education, and
learning. Collaboration ensures a community of practice (COP) is developed, where related and
significant information is communicated effectively, while developing professional networks and
lifelong learning habits, as team members learn from each other. This collaborative action research
from two universities across two countries provide evidence that collaboration is possible even across
culturally diverse locations, languages, and nationalities. Collaboration is a research tool for
researchers and educators to work and teach harmoniously in diverse settings while researchers and
educators learn from each other’s expertise and worldviews to enrich and improve their research
capabilities, teaching pedagogies, and learning strategies.
Keywords: collaboration, collaborative research, cross-cultural collaboration, research
Page | 74
G11 [74]
HOW TO DEAL WITH CONTROVERSIAL ISSUES IN HIGHER EDUCATION:
NURSING EDUCATION AS AN EXAMPLE
Al-Motlaq M*
Department of Maternal Child and Family Health, Faculty of Nursing, The Hashemite
University, Jordan
*Mohammada_m@hu.edu.jo
ABSTRACT
The available body of knowledge which contributed to the advanced health care we have today was
confronted by many controversial issues such as vaccination, discipline, media to name a few.
Scholars have always regarded this as a matter of great importance and emphasized the role of debate
in improving our understanding of phenomena. However, their conceptualization of the objectives of
the health caring process involved several views which have generated discussions on what is right or
wrong. The scientific literature includes many reports of studies of controversial issues that describe
researchers concerns about its merit. The application of this process to the nursing health care lends
massive amount of studies which can be spread along the caring continuum. This study presents
outcomes of literature review on controversial issues in nursing science and sheds light on the
approach that can help educators deal with these controversial issues in class taking into consideration
their personal values, experiences and culture within the current interrelations between power,
politics, conflict and controversy. The recent formal (SCOPUS, Pub Med and Web of Science) and
grey (Google scholar) literature was searched to identify controversial issues of child care A
multidisciplinary and interdisciplinary collaboration is necessary to create a force of leaders capable
of affecting the behavior of the scientific community and its response to those controversies. Such
force helps to avoid bias and inform professionals’ clinical judgment hence better patient outcomes.
Keywords: controversy, education, nursing, approach
Page | 75
G12 [75]
PARENTAL INVOLVEMENT IN SUPPORTING ARTIFICIAL INTELLIGENCE
(AI) AS A FUTURE EDUCATION TOOL FOR AUTISM SPECTRUM DISORDER
(ASD)
Rusli NA1,4*, Bacskai K2,4 and Szabó F3,4

1
Doctoral School of Human Sciences, University of Debrecen, Hungary
2
Institute of Educational Studies and Cultural Management, Faculty of Arts, University of
Debrecen, Hungary
3
Institute of English and American Studies, University of Debrecen, Hungary
4
*amalinaa.rusli@gmail.com
ABSTRACT
Academic success of a child has regularly been demonstrated to be favorably correlated with parental
involvement in their education. Technology tools including tablets, laptops, smartphones, and the
internet are more common for children to learn at home using digital resources. This is undoubtedly
posing significant questions regarding how parents' involvement in digital education has been
evolving. The purpose of our study is to explore parental involvement in AI-supported education of
students with ASD. Our research methodology was the scoping literature review. The authors have
chosen to use several online services to obtain reference materials, namely through The International
Journal of Artificial Intelligence in Education (IJAIED) website, Springer, Web of Science,
Researchgate, and Google Scholar starting from 2017 until 2023. We claim that parental involvement
leads children to become more disciplined, have stronger self-esteem, and are more aspirational and
driven to succeed in school. This study, which employs qualitative research methodologies, will
assess previous research on Epstein and parental involvement from the perspective of ASD children's
developmental needs. Studies demonstrate that AI can solve equity issues by presenting more creative
and adaptable options for parents to be active in their children's academic experiences. With regard to
the use of AI technology, this article uses the Epstein parental participation model to address parents'
possibilities to get involved in their children with ASD's education. Furthermore, it will pay close
attention to how the Epstein model, which has six conditions (positive home conditions,
communication, involvement at school, home learning activities, shared decision making within the
school, and community partnerships), takes into consideration the inventive expansion of AI
technology and parental support of ASD children in digital environments.
Keywords: parental involvement, artificial intelligence, technologies, autism, ASD
Page | 76
H1 [76]
INVESTIGATING LEARNING MANAGEMENT SYSTEM ADOPTION IN HIGHER
EDUCATION: A TECHNOLOGY ACCEPTANCE MODEL PERSPECTIVE
Marcelo JG*, Ayunar GS, Bonifacio KLA, Bonifacio MBA, Buntod RM, Casildo NJG,
Talandron-Felipe MMP and Verula VT
Central Mindanao University, Philippines

*klab@cmu.edu.ph
ABSTRACT
The adoption of learning management systems (LMS) in higher educational institutions has become
increasingly important in the era of technology-driven education. This study aims to assess the level
of LMS adoption among students and examine the factors that influence technology adoption using
the Technology Acceptance Model (TAM). The TAM framework is employed to understand students'
perceptions of system quality, perceived self-efficacy, facilitating conditions, perceived ease of use,
perceived usefulness, attitude toward using, and behavioral intention to use LMS. A total of 540
undergraduate students participated in an online survey using a seven-point Likert scale. Regression
and correlation analyses were conducted to model the relationships between the variables. The results
indicate that the participants generally agreed with the statements related to LMS adoption. The
variables exhibited positive correlations with each other, suggesting strong interconnections. The
findings highlight the significance of factors such as perceived usefulness, ease of use, attitude, self-
efficacy, and facilitating conditions in determining students' technology adoption. This study
contributes to the understanding of students' behavioral intentions and provides insights for the
effective implementation of LMS in higher education institutions.
Keywords: LMS, TAM, higher education
Page | 77
H2 [77]
UNDERGRADUATES' PERCEPTIONS OF USING YOUTUBE IN IMPROVING
VOCABULARY LEARNING
Aziz NAA* and Sivaperegasam STR
Department of Foundations of Education, Faculty of Educational Studies, Universiti Putra

Malaysia, Selangor, Malaysia
*nor.azni@upm.edu.my
ABSTRACT
Technology advancement has led to increased development of students’ language and social skills.
Different strategies in the process of learning or acquiring a new language would help students to
understand and use the language better. However, the lack of vocabulary skills may cause students to
lose interest in the language. Thus, this study investigates Teaching English as a Second Language
(TESL) undergraduates’ perceptions towards using YouTube videos to promote and enhance
vocabulary learning. The objectives of this study were to identify the views of undergraduate TESL
students on the use of YouTube in learning and their perceptions of improving their vocabulary skills.
The study adopted a quantitative research design, and the data were analyzed using descriptive
statistics. A total of 131 students participated in the study. The research instrument used was a
questionnaire that was distributed to the participants via Google Forms. Most respondents agreed that
YouTube is an excellent educational tool for improving vocabulary development based on the
findings. The results of this study suggest that YouTube can be utilised as an educational tool,
specifically to learn a new language and improve one’s vocabulary skills. Future research could be
conducted to study the effectiveness of other digital platforms, according to current trends, in
improving vocabulary skills. This will give a broader perspective on how students learn efficiently via
digital educational tools. In addition, research can also be conducted to identify the perceptions of
students and educators from various levels and backgrounds on current technological tools that can
help improve vocabulary skills.
Keywords: YouTube, vocabulary learning, TESL, improving
Page | 78
H3 [78]
THE EFFECTIVENESS OF TASK-BASED AND TEXT-BASED INSTRUCTION IN
THE GRADE III LEARNERS’ READING COMPREHENSION SKILLS
Enguito PMG*
Graduate Studies, Lourdes College, Philippines

*phoebe.enguito@lccdo.edu.ph
ABSTRACT
Reading comprehension is an indispensable skill one should develop. This quasi-experimental study
intended to determine the effectiveness of task-based and text-based instruction as interventions in the
Grade III learners’ reading comprehension skills in terms of noting details, sequencing events, and
predicting outcomes. Twenty-five pupils participated in each group of intervention. A 43-item
researcher-made assessment test was used as an instrument of the study. The intervention ran for 25
sessions with 45 minutes per session. Frequency distribution, percentage, mean distribution, standard
deviation, Wilcoxon Signed Rank Test, and an independent samples t-test were used for data analysis.
Results show a significant increase in the learners’ reading comprehension skills after both
interventions. The data further imply that in terms of developing the pupils’ noting details and
sequencing of events, task-based instruction has an edge compared to text-based instruction. Both
approaches are comparable and effective in terms of developing pupils’ predicting outcomes. The
study suggests the need to utilize both approaches to improve the learners’ reading comprehension
skills as they have been found to be effective.
Keywords: task-based instruction, text-based instruction, reading comprehension, noting details,

sequencing of events, predicting outcomes
Page | 79
H4 [79]
PRIVATE ENGLISH LANGUAGE TUITION AND THE SIGNIFICANCE OF
CULTURAL CAPITAL
Hegedűs G1,2*
1
Department of English Language Pedagogy, Institute of English and American Studies,
2
*hegedus.gabriella@arts.unideb.hu
ABSTRACT
The importance of language proficiency has increased significantly with the globalization of the 21st
century. In order to improve their children’s learning prospects, more and more families are taking
advantage of shadow education worldwide, thus creating inequalities in the opportunities students
have and increasing inequalities in society. In Hungary it is assumed that students have been taking
part in supplementary language instruction next to formal education either to gain a language
examination or to get remedial support. Students with higher socioeconomic background are given the
chance to further their education through private tuition, while students from lower socioeconomic
status take alternative non-formal courses for remedial purposes. The objective of the present
quantitative study (N = 247) is to map the interrelationship among socioeconomic status, academic
achievement, and motivation for taking part in shadow education. Research questions are investigated
on the type of shadow education students received, and correlations between socioeconomic status
and type as well as rate of attending shadow education are looked at. Our findings indicate that there
is a correlation between the rate of attendance and cultural capital, as the mother’s educational
background impacted the importance that families placed on language learning. Our study also draws
attention to the fact that students participating in private education sought to advance their career
goals to a greater extent than their peers who did not participate in private tutoring. Notwithstanding
its limitations, the current study highlights the importance of cultural capital regarding language
learning in shadow education and can be beneficial for further research into the characteristics of
private language tutoring.
Keywords: private tuition, shadow education, cultural capital, language learning
Page | 80
H5 [80]
INTERNET OF THINGS: TECHNOLOGY -ENHANCED CULTURAL
MANAGEMENT AND DIGITAL HUMANITIES LABORATORY
Moreno-Nava I*
Universidad de La Ciénega del Estado de Michoacán de Ocampo, Mexico

*imoreno@ucemich.edu.mx
ABSTRACT
The COVID-19 pandemic produced a broad panorama of accelerating use of technology and led to
rapid configurations of 4.0 scenarios in industry and education. At the UCEMICH, a research gap
exists between university students enrolled in Social Science and Humanities programs and the
development of digital skills and abilities that can be integrated into their professional profiles. The
Laboratory for Cultural Management and Digital Humanities (LabGCHD) was established to explore
avenues for the integration of digital humanities methodologies, tools, and approaches into project-
based learning of cultural management through a focus on research into, and the development and
dissemination of, cultural heritage. Work in the LabGCHD promotes applied learning and
collaboration by transforming educational environments –using the Internet of Things– into mini-
projects in the areas of automation, artificial intelligence, computing, and their pedagogical potential.
In this exploratory study, a non-probabilistic, convenience sampling method was applied, combined
with the qualitative methodologies of non-participant observation and group interviews, to examine
the impact of these technologies on students. In addition, an instrument was designed to identify the
development of competencies and skills by quantifying students’ responses. This approach allowed us
to verify the digital skills and competencies that participants developed, and describe and systematize
students’ academic products and educational experiences. Technology-enhanced teaching and
learning processes are generating multidisciplinary, interdisciplinary, and transdisciplinary
educational experiences that foster the development of students’ digital skills and abilities and
encourage them to share the knowledge generated with academic, government, and non-specialized
audiences.
Keywords: digital humanities, cultural management, innovation, university, cultural heritage
Page | 81
H6 [81]
THE ONLINE CRITICAL TEACHING MODELLING: A FRAMEWORK FOR
EFFECTIVE ONLINE EDUCATION
Jimenez VD and Lanuza MH*

*maryann.lanuza@pcu.edu.ph
ABSTRACT
With the move for tertiary institutions to consider more intensive modes of online degree study comes
an increased responsibility to understand how best to prepare students, instructors, and student support
mechanisms to succeed in intensive online learning environments. Hence, the study aimed to develop
a framework through modeling the best extents derived from the five critical elements, namely,
cognitive strategies; learner-centeredness; interactivity; collaborative learning; and social presence.
As a result, the study formulated four models equations Equation 1: Cog221) = 1.394 + .208(Prov211)
+ .233(Tech212) + .226(Res215), Equation 2: Inter223 = 3.569 + .203(Tech212), Equation 3:
Colla224 = 5.976 - .207(Tech212) + .306(Mon216) - .231(Prov213) - .217(Com211), and Equation 4:
Soc225 = 4.076 + .292(Provi217) - .207(Com211) which can predict the Critical Elements to Quality
Online Learning Service Delivery As Moderating Variables to Teachers’ Performance. Regression
was used to create models and used as the baseline in the Framework Development in Online
Education. The study recommends the university evaluate online education yearly for improvement
and consistency of models while recommending another university imitate the process not the actual
models since it may vary according to context.
Keywords: critical elements, online education, cognitive strategies, learner-centeredness, interactivity,

social presence, modeling, framework
Page | 82
H7 [82]
EMOTIONAL INTELLIGENCE AND DIGITAL LITERACY ON PROFESSIONAL
COMPETENCE OF BASIC EDUCATION TEACHERS
Santillan KFB1 and Escarlos GS2*

1
College of Education, Faculty, Central Mindanao University, Philippines
2
Department of Education, Philippines
*gladysescarlos@cmu.edu.ph
ABSTRACT
The digitization of instructional delivery is caused by global pandemic, consequently, numerous

challenges were encountered by teachers on the use of digital technology in the instructional
processes. Hence this conceptualizes the study on teachers professional competence, digital literacy
and emotional intelligence. The study involved 300 basic education teachers from three Districts of
Maramag school year 2022-2023. This study utilized descriptive-correlational design to determine the
relationship between emotional intelligence and digital literacy on the professional competence. The
study found out that teachers exhibited emotional intelligence most of the time, it is indicated that
they know how to handle their emotions and feelings and manage the emotions of others. Similarly,
teachers had a high level of digital literacy, this imply that they had knowledge and skills in
technology operations and pedagogical competence since they utilize digital technologies and tools in
their teaching practice, specifically, technology operation and pedagogical competence. Finally,
teachers denote high professional competence, including planning, development, and teaching-result.
The results showed that emotional intelligence and digital literacy had a significant relationship with
teachers' professional competence. Among the subvariables, social skills, technological operations,
and concepts had the highest mean, indicating that teachers exhibited these emotions and were highly
literate in digital technology. Self-awareness, motivation, managing emotions, social skills, and
technological operations and concepts were found predictors of teachers' professional competence.
The findings highlight the significance of emotional intelligence and digital literacy for a professional
competence professional competent basic education teachers. Teachers who exhibited high levels of
emotional intelligence and digital literacy were more competent in the classroom, while the students
experienced positive learning outcomes.
Keywords: emotional intelligence, digital literacy, professional competence, basic education teachers
Page | 83
J1 [83]
TEACHERS AS INFLUENCERS? - THE EDUCATION INFLUENCER CONCEPT
IN HUNGARY
Szabó D1* and Dani E2

1
Department of Educational Studies, Faculty of Humanities, University of Debrecen,
Hungary
2
Department of Library and Information Sciences, Faculty of Humanities, University of
Debrecen, Hungary
*szabo.dora@arts.unideb.hu
ABSTRACT
With the continuous development of information and communication technologies, digitization and
digital pedagogy increasingly pervade everyday pedagogical work. During/after the pandemic, it is no
longer a question that digital devices, the digital world, have a right to exist in education, recognizing
the role of online platforms and social media interfaces in education (which has increased
significantly due to the Covid-19 epidemic). The literature and our preliminary research also shed
light on the educational opportunities inherent in the use of social media. The educational content
found on the interfaces, their use, and integration into classroom activities presupposes, on the one
hand, adequate teacher digital competence, and, on the other hand, the existence of critical thinking is
essential. In addition to all this, it can provide an excellent opportunity to broaden/color the teachers’
methodology. In this research, our goals are as follows: we present the activities of Hungarian
educational influencers, through specific examples; we map the type of digital content produced by
professional opinion leaders who generate the most popularity and interaction from their followers.
We also conduct interviews with Hungarian teachers who generate online content, whom we define as
educational influencers. In light of all this, we are trying to give an adequate answer to our research
question: how can educational influencer content be used as a teacher in our classes, as formal,
informal, and non-formal forms of learning beyond the curriculum, inside and outside the school, that
help in pedagogical illustration and attitude change.
Keywords: education, social media, media awareness, influencer, digital pedagogy
Page | 84
J2 [84]
FAMILY INFLUENCES AFFECTING STUDENT ACHIEVEMENT IN
VOCATIONAL TRAINING
Dorogi A1,2*
1
Institute of Educational Studies and Cultural Management, Faculty of Humanities,
2
*dorogi.alexandra@gmail.com
ABSTRACT
Vocational training is a priority area of secondary education in Europe, but the problem is that its
achievement is not adequate in Hungary. Our quantitative research aims at revealing what factors the
achievement of education depends on. We know that in German and Austrian education, the
socioeconomic status of students in vocational education is lower than that of general high school
education. We prepared basic descriptive statistics, linear regression analysis and principal component
analysis. We examined the variables involved in academic and non-academic achievement at the
individual and school level. In our research, we perform a secondary analysis using the Hungarian
National Assessment of Basic Competencies (NABC) 2017 and 2019 databases. We set up two
hypotheses. Our first hypothesis is that the correlation between family background and achievement is
stronger in vocational training than in the other ISCED3 categories. Our second hypothesis is that the
degree of parental involvement is higher in the type of education that gives a graduation than in
education not offering a graduation. Our first hypothesis was partially confirmed, because for students
in the type of training that does not give a graduation, the shift in the family background index has a
greater influence on the difference in reading comprehension and math scores at the individual level,
but only on the difference in reading comprehension scores at the school level. Our other hypothesis
was also partially confirmed because the degree of parental involvement in the type of training
leading to graduation is greater in terms of homework and reading experience, but it was not
confirmed in the case of home discussions, chore, and parent meetings.
Keywords: socioeconomical status, student achievement, vocational training, ISCED3, parental

involvement
Page | 85
J3 [85]
USING LEAN MANAGEMENT PRINCIPLES FOR A GREENER EMERGENCY
APPENDICECTOMY PATHWAY
Jangra V*, Hotouras A, Khalaf H and Sharma S
Barts Health NHS Trust, England

*vinay.jangra1@nhs.net
ABSTRACT
Negative appendicectomy occurs with an incidence of 15%, which contributes to patient morbidity
and unnecessary use of resources. This audit aims to evaluate the rate of negative appendicectomy in a
cohort at Whipps Cross Hospital and to use lean management principles to streamline the emergency
appendicectomy pathway. A retrospective study was conducted on the data of patients who had
emergency appendicectomies at Whipps Cross Hospital in 2022. The routine investigative procedures
for diagnosing acute appendicitis on admission were analyzed: raised inflammatory markers in the
form of total WBC of more than 11 x109/L and a CRP of more than 5 mg/L, and findings on
investigative imaging. 137 patients were included, 69 males and 68 females with an average age of
34. 92% of the patients in the study had imaging investigations carried out. The principal surgical
approach was laparoscopic (83.2%). The rate of negative appendicectomies was 4.4%, with an equal
distribution between male and female patients (50%). The median admission bloods did not show any
inflammatory reaction in the negative appendicectomy cohort and there was a higher rate of patients
who received pre-operative US. There was no significant difference the total length of hospital stay
(p-value = 0.800) and postoperative complications (p-value = 0.507) between patients with confirmed
appendicitis compared to those with negative appendicectomies; however, the rate of readmission was
higher in the negative cohort (p-value = 0.042). The rate of negative appendicectomies is significantly
lower in Whipps Cross Hospital compared to the national average due to the routine use of imaging
during patient admission; this can contribute to sustainable practices that maintain patient care and
support environmental health.
Keywords: emergency, appendicectomy, sustainable, environment
Page | 86
J4 [86]
TEACHERS’ ASPIRATIONS ON THE CHANGE IN TEACHING AND LEARNING
AND ACTUAL IMPLEMENTATION OF CLASSROOM TEACHING PRACTICES
Roshafiza H* and Harvindar K
Faculty of Education, Open University Malaysia, Malaysia

*roshafizahassan@gmail.com
ABSTRACT
Teacher aspirations refer to teachers’ strong desire and hope to achieve their goals through self-
motivation. Every teacher in their teaching career gains satisfaction when their goals have been
successfully achieved. Since teachers implement educational policies, the administration and
policymakers must consider their aspirations for change in teaching and learning practices. The main
purpose of this study is to identify the differences between teachers’ aspirations for change in teaching
and learning and their actual teaching practices. The items indicating teachers’ aspirations and actual
practice in the classroom were identified. The level of teachers’ aspirations for change in teaching and
learning is relatively high (M = 4.22, SD = 0.51). An analysis of the data revealed that the teachers
mainly aspired to emphasize the quality of teaching and learning and appeared to be concerned about
students’ academic achievement and learning strategies to enhance their creativity and imagination.
Meanwhile, teachers’ teaching practices are recorded to be moderately positive (M = 3.52, SD =
0.52). The findings indicate that changes in certain aspects of teaching practices are necessary for
improvement. Although a Cluster Secondary School is a school that is given autonomy in school
administration, the gap between aspirations and practices remains significant. The implications of the
findings for developing quality teaching and learning and teachers’ professional development are also
discussed.
Keywords: teacher aspirations, teaching and learning, teaching practices
Page | 87
J5 [87]
MULTICULTURAL LEADERSHIP COMPETENCIES, TEAM MANAGEMENT
SKILLS, MANAGERIAL DECISION MAKING, AND WORK BEHAVIOR AMONG
SCHOOL HEADS
Ubaub J*
Department of Education, Region 10, Philippines

*julius.ubaub@deped.gov.ph
ABSTRACT
The study assesses the level of school heads’ multicultural leadership competencies, team
management skills, managerial decision-making skills, and behavior of work. Descriptive
correlational, causal comparative research design and causal modeling were employed using a
modified/self-made research survey instrument. It was conducted in the Divisions of Misamis Oriental
and El Salvador City. Data collected from the questionnaires were examined and interpreted using
mean and standard deviation, Pearson Product-Moment Correlation, multiple regression, and path
analysis. The findings revealed that school heads are multiculturally high in leadership competencies,
very highly skilled in team management, and highly skilled in managerial decision-making, and a
very high level of work behavior. There was a statistically significant positive relationship between
the school heads’ work behavior and the multicultural leadership competencies, team management
skills, and managerial decision-making skills. Strategic decisions, cultural communication, and
delegation are significantly influenced by work behavior of school heads. Model 4, known as Julls
Model, best fits school heads’ work behavior. Julls Model may be presented during Division
EXECOM to give them the knowledge of the contribution of this model to the field. Once approved, it
shall be introduced in regional and division offices for recognition following the conduct of INSET
for school heads.
Keywords: decisions, communication, relationship, work behavior, model
Page | 88
K1 [88]
THE CRITICAL ELEMENTS OF ONLINE EDUCATION: THE ASSESSMENT OF
PLANNED AND IMPLEMENTED ASPECTS
Jimenez VD*
Online Education, Philippine Christian University, Philippines

*vida.jimenez@pcu.edu.ph
ABSTRACT
When the Coronavirus pandemic hit the Philippines in 2020, universities transitioned from face-to-
face classes to online classrooms. As a result, the number of students enrolling in the pure online
program of PCU increased rapidly. Experience gained from delivering online teaching/learning
environments reveals several pedagogical issues in this delivery method. For this reason, The Online
Education and Professional Advancement Office OEPA seeks to develop a manual framework of
teaching/learning elements critical to the successful design and delivery of online courses. Planned
and implemented critical elements in online education were both utilized to a high extent in all
elements such as cognitive strategies, learner-centeredness, interactivity, collaborative learning, and
social presence. The planned and implementation levels were tested as not significant across all five
elements and hence showed a positive result that whatever was planned was the one smoothly
implemented. It has to be underscored that implementation without planning may lead to unfortunate
results while looking at the plans for what has to be implemented is another thing. The study
recommends using the strong points to sustain the critical elements in offering online education and
may look into the quality of education as to the five elements concerned.
Keywords: critical elements, online education, cognitive strategies, learner-centeredness, interactivity,

collaborative learning, social presence
Page | 89
K2 [89]
DEVELOPING INDUSTRY 4.0 SKILLS: A CASE STUDY FOR ENGINEERING
STUDENTS
Esqueda-Merino DM1*, González-Sarmiento GA1, Morano-Okuno HR1, San Vicente-
Cisneros AR1, López-Rojas AD1 and Quintero-Fernández DA2

1
Tecnologico de Monterrey, Escuela de Ingeniería y Ciencias, Mexico
2
Forjadora Panamericana, Mexico
*donovan.esqueda@tec.mx
ABSTRACT
As industry faces a shortage of engineers worldwide, it becomes of paramount importance to develop

in them the right technical and soft skills that can prepare them for industry. Moreover, in developing
countries, the correct identification, development and use of the industry 4.0 technologies and
methods can bring savings in time and money to small enterprises, providing a competitive advantage
for them. Being an opportunity for future engineers working as consultants, it is imperative that they
become aware of the needs and constraints of down-to-earth projects that represent a majority of cases
in developing countries. Through this proposal we explore a project that 24 students carried out with a
screw manufacturer, as part of an optative specialization in Industry 4.0 taken by different senior
engineering undergraduate degrees throughout 11 weeks. The course included visits to the factory and
discussions with their engineers in order to state the problems and opportunities with the help of
diverse project management tools. The students’ proposals involved cloud computing, cognitive
computing, as well as augmented and virtual reality. Once CAD prototypes were created and
validated, they made an executive presentation to the company, which declared interest in future
implementation of certain proposals. To validate the skills of the students, self-efficacy in terms of the
skills needed for Industry 4.0 was compared with the help of an entry and an exit survey, giving as
result an increase in their skills development. The present work presents the framework developed to
boost the self-efficacy in terms of the Industry 4.0 skillset regardless of their major, along with its
case study, and explores future opportunities with other similar courses.
Keywords: educational innovation, higher education, engineering education
Page | 90
K3 [90]
CITY COLLEGE OF CALAMBA-CITY GOVERNMENT OF CALAMBA JOINT
PROJECT: THE EVALUATION OF THE FREE CIVIL SERVICE EXAMINATION
REVIEW PROGRAM
Lanuza MH1*, Aligam NP1, Barrion LO1, Gonzales RA1 and Orajay JA2
1
Office of the Vice President for Academic Affairs, City College of Calamba, Philippines
2
Office of the Student Affairs, City College of Calamba, Philippines
*mhlanuza@ccc.edu.ph
ABSTRACT
Promoting Social Responsibility: Offering a free civil service review program is a tangible way for
the local college to demonstrate its commitment to social responsibility. By providing this program,
the college is actively contributing to the development and capacity-building of local government
employees and the community. This aligns with the college’s mission to catalyze positive change in
the community and reinforces its role as an institution that is dedicated to the well-being and progress
of its local area. The study’s main objective is to create sustainability plans by assessing the
previously conducted community extension: The CCC-CGC joint Civil Service review had 303
registered participants but the sample was reduced to 184 volunteer participants who answered the
survey questionnaire. The profiles were described in terms of sex, civil status, age group, and
employment address. Significant differences among 4 areas of evaluation were overall assessment,
reviewers, lecture materials, and the review program were tested through ANOVA at a Shapiro-Wilk
p-value of 0.973, and a homogeneity p-value of 0.725 which both showed normality. Results revealed
that all areas were very satisfactorily evaluated. Moreover, two significant values stand out such as
0.028 in the reviewers’ assessment were different from those reviewees from CGC employees and
locales outside Calamba, 0.019 in the evaluation of the review program based on age group. The 38-
42 and 52-57 age groups only satisfactorily experienced the benefits and convenience of the entire
project and hence are to be addressed in the next waves of the project. The study recommended
continuing the project while addressing some weaknesses such as the more comprehensive lecture
materials and longer time. Also, an impact study on the review and actual scores the participants got
in the actual CSC exam may be explored.
Keywords: civil service review, community extension, reviewer, lecture materials, review program
Page | 91
K4 [91]
EVALUATING THE EFFECTIVENESS OF THE PRE- AND POST-TEST MODEL
OF THE CIVIL SERVICE EXAMINATION REVIEW PROGRAM FOR LGU
EMPLOYEES
Lanuza MH1* Aligam NP2, Gonzales RA3, Barrion LO4

1
Office of the Vice President for Research and Innovation, City College of Calamba,
Philippines
2
Office of the Vice President for Extension and Linkages, City College of Calamba,
Philippines
3
Office of the Vice President for Academic Affairs, City College of Calamba, Philippines
4
Office of the Vice President for Administration, City College of Calamba, Philippines
ABSTRACT
Didactic lectures are a widely accepted method of teaching and learning, especially for government
employees when the majority had formal schooling more than years ago. Also, due to time constraints
and a large amount of material to be covered, providing feedback for examination takers before and
after lectures can help inform lecturers about the level of knowledge gained by them and improve the
effectiveness of their lectures in the next waves of the CCC-LGUs joint free civil service review
program. The study aims to determine the extent of knowledge gained by civil service examination
takers through pre- and post-test-based examinations. The original 303 registered participants in the
program were deduced to 261 who completed the 8-Saturday Review program and voluntarily took
the post-test examination. Parallel tests were given at the beginning and end of the program to assess
the effectiveness of the didactic lecture. There is a significant increase in scores after the review
session at p, it meant that the program helped them increase their receptive power through the pre-and
post-lecture knowledge. However, this percentage of scores was not reaching yet the passing score
defined by the civil service commission with a mean score of 54% against the national passing
standard percentage of 80%. The study looked also at attendance proportion with the (p=0.392;
n=261) and hence this factor was not related to the scores they got. Results were analyzed through
paired t-test and Pearson correlation along with the Shapiro-Wilk p-value of 0.934. This joint project
is of great help to the prospective takers of the civil service commission examination and
recommended continuing the project initiated by the City College of Calamba supported by the Local
Government of Calamba.
Keywords: pre-and post-test, civil service review, local government unit, community extension
Page | 92
K5 [92]
REAL NUMBERS REALLY PROBLEMATIC FOR HIGH SCHOOL STUDENTS
Saleem T and Aziz S*
Department of Teacher Education, Faculty of Education, International Islamic University,

Islamabad, Pakistan
*shamsa.aziz@iiu.edu.pk
ABSTRACT
Numbers play a very important role in our daily life. For counting, buying and selling objects and
things numbers play a vital role. The real number, in mathematics, is a quantity that can be expressed
as an infinite decimal expansion. The present study aimed to find the cognitive problems of students
in solving the questions related to real numbers, the properties of the equalities of real numbers, the
properties of inequalities of real numbers, placing the real numbers on the number line, and the
relation of sets of real numbers with the set of integers, set of rational numbers, set of whole and
natural numbers. This study was conducted by using specially designed questions based on the facet
method on three levels of the cognitive domain which were knowing, applying, and reasoning. 350
high school students were the sample of the study. The findings of the study showed that students
faced cognitive problems, especially in placing real numbers on the number line when the real
numbers are in the form of fractions. Students also faced cognitive problems at applying and
reasoning about the relation of sets of real numbers with sets of complex numbers, whole numbers,
integers, and rational numbers. Students also showed cognitive problems at applying the properties of
inequalities of real numbers. Based on the findings of the study, it was recommended that some
specific methods may be used to teach the nature of real numbers, their properties, and the relation of
a set of real numbers with other sets of whole numbers, rational numbers, and integers.
Keywords: real numbers, cognitive problems, facet method, knowing, applying, reasoning
Page | 93
K6 [93]
EXPLORING CHATGPT FOR ACADEMIC PURPOSES IN HIGHER EDUCATION
Hernández-Rodríguez F* and Guillén-Yparrea N
School of Engineering and Science, Tecnologico de Monterrey, Mexico

*felipe.hdz@tec.mx
ABSTRACT
Natural language processing, within artificial intelligence applications, has gained relevance in the
academic context, as well as some concern regarding its use. This study explores the use of ChatGPT
and how it can be applied to support and enhance teaching and learning in higher education. An
activity and survey of undergraduate students was conducted to assess their prior knowledge and
experience with the tool, as well as to identify perceived difficulties and benefits of using it. The
results indicate that ChatGPT (a) can be useful for complementing research and learning in various
areas of knowledge, and (b) that most of the students are conscious about the potential of this tool and
the ethical implications of using it. Therefore, both the benefits and limitations of using the tool in the
academic context are examined and ethical implications are discussed. Overall, this work provides a
deeper understanding of how ChatGPT can be used to enhance higher education and how it can be
improved to better suit the needs of students, provided it is used responsibly and ethically.
Keywords: chatbot, artificial intelligence, academic performance, higher education, interdisciplinary

learning, educational innovation
Page | 94
K7 [94]
EMPOWERING BIOENGINEERING COMPETENCIES THROUGH KEY
STRATEGIES IN THE TEACHER-EDUCATION PARTNER-STUDENT AXIS
Rodríguez-Martínez V, Carrillo-Nieves D and García-Cayuela T*
Tecnologico de Monterrey, School of Engineering and Sciences, Zapopan, Mexico

*tomasgc@tec.mx
ABSTRACT
Bioengineering students acquire and develop multiple competencies and skills by proposing solutions
to challenges presented by industry companies that participate as education partners in the new
TEC21 educational model, currently implementing at Tecnologico de Monterrey, a multi-campus
private university in Mexico. The three pillars the teachers’ team must fulfill for a successful course
implementation are planning the activities for the sessions, communicating with the education partner,
and mediating their interaction with the students. To strengthen the teacher-education partner-student
axis, the teacher team undertook a methodical work founded on challenge-based learning from two
perspectives: (a) Identifying milestones and challenges to overcome regarding the individual
interactions among the three parties (teachers, partner, and students) during each course and executing
improvements in subsequent implementations; (b) Establishing systematic strategies to allow the
education partner’s participation in two consecutive courses without affecting students’ educational
experience. The implementations occurred in three groups of around 20 students, in three periods of 5
weeks distributed over three semesters (Spring 2021, Fall 2021, and Spring 2022). Different
indicators were utilized to evaluate the improvements’ impact, including students’ grades on
deliverables, auto- and co-evaluations, satisfaction and teacher-evaluation surveys, teachers’
experience comments, and feedback from education partners. The results highlighted that teachers’
teamwork in organizing, planning, and coordinating activities, both inside and outside the class
period, made the student-educational partner interactions more efficient regarding time and type.
Additionally, emphasis was placed on hybrid-mode interactions (virtual and in-person) to provide
greater time flexibility to the partner and on carrying out pre-planning prior to the class period. No
significant quantitative increase was observed regarding students’ evaluation grades; however,
students developed a closer relationship with the educational partner and were more motivated. This
methodology can interest other teachers in Bioengineering and other STEM fields because of its
usefulness and efficiency and its positive impact on student satisfaction and acquisition of
competencies.
Keywords: challenge-based learning, educational innovation, bioengineering competencies, TEC21

model, STEM education
Page | 95
K8 [95]
TECHNOLOGICAL ADVANCEMNET AS INNOVATIVE TREND IN
INSTRUCTIONAL DESIGN
Ajaz N and Mughal I*

Islamabad, Pakistan
*nadia1083@gmail.com
ABSTRACT
As world has become a global village in 21st century, so the need of upgradation and advancement in
accordance with the latest technological tools has massively increased in all educational settings
including Instructional Design Systems (IDS). Since the scientific advancement in educational
technology and online learning is increasing day by day so it’s the need of hour to equip the students
and scholars with the latest technological advancements as an adoption of innovative trend for
effective learning process. This can be reflected by modification of learner’s profiles, teaching -
learning environment and socio-cultural contexts. The latest introduction of technological tools and
platforms has changed the traditional approaches of learning to non-traditional styles with
multidimensional approaches, thus defining role of learner active from passive state. This
technological advancement has modified the designing and delivery mode of instruction and has made
the teaching learning process more effective. Technological advancements are a source of increasing
the ease, endurance and excitement in life. It not only increases the productivity but also enhances the
efficiency of human work-forceTo serve this purpose Instructional design should be formulated based
upon the latest technological advancements. The purpose of this paper is to enlist the technological
advancements in Instructional Design, their adoption and how technological advancements has
brought innovative trends in Instructional Design.
Keywords: technological advancements, innovative trend, instructional design and technology,

pebble-in-pond model, layered model and holistic 4D model
Page | 96
L1 [96]
NAVIGATING PRACTICUM IN THE NEW NORMAL: EARLY CHILDHOOD
EDUCATION PRE-SERVICE TEACHERS’ EXPERIENCES
Abiero XPN*
Graduate School, Lourdes College Inc., Cagayan de Oro, Philippines

*xeniabiero@gmail.com
ABSTRACT
The practicum experience for early childhood education preservice teachers is the stage where they
can have hands-on experience handling learners and applying all the pedagogical knowledge and
skills they have learned. This qualitative study, most specifically, the transcendental phenomenology
research design, was utilized to explore the experiences of five early childhood education pre-service
teachers during the new normal. The evaluative criteria for trustworthiness, such as dependability,
confirmability, transferability, and credibility, were established using careful adherence to protocols
and processes. Findings reveal two emerging themes: self-determination and trepidation of the
pandemic. The participants described their self-determination as an exercise of their autonomy,
competence, relatedness, and social engagement. On the other hand, they characterize the trepidation
of the pandemic with fear, anxiety, uncertainty, loss of motivation, sudden change of learning
environment, challenging behaviors online, struggles, and lack of resources. The study further
concludes that the pre-service teachers' desire to learn kept them motivated to keep teaching. Seminars
to improve teachers' adaptability and resilience are suggested for university administrators and
teaching staff, as well as the use of technology-based training to handle online teaching. Future
studies can take into account an inquiry into successful coping techniques to find techniques utilized
by students to manage and navigate a pandemic while achieving their academic goals.
Keywords: practicum teaching, phenomenology, self-determination, trepidation of pandemic
Page | 97
L2 [97]
CAPTURING EARLY CHILDHOOD EDUCATORS’ LEARNING PROCESS IN THE
NEW NORMAL: A CASE STUDY OF A GROUP CHILDCARE CENTER IN
BRITISH COLUMBIA, CANADA
Villamera I* and Chavez J
Lourdes College, Cagayan de Oro City, Philippines

*inocenta.villamera@lccdo.edu.ph
ABSTRACT
Families, early childhood educators (ECE), and childcare professionals are adjusting as they transition
from the global pandemic to the new normal. Children’s learning in daycare settings during the new
normal has become a growing concern. This qualitative study aimed to explore the learning process
facilitated by ECE teachers for young children in one of the group child care centers in British
Columbia, Canada, during the new normal. The case study identified six early childhood educators
who were purposefully chosen based on the following criteria: they are licensed early childhood
educators; they are currently teaching in the facility either full-time or part-time, and they have
expressed a willingness to participate in the study. The 20 young children, on the other hand, were
chosen considering these conditions: they were enrolled in the said facility, with ages ranging from 3
to 4, and whose parents gave their written consent to have their children observed during their classes.
To arrive at the findings of the study, in-depth interviews, classroom observations, photographs, and
field notes were utilized. Findings reveal three emerging themes, namely: engaging children in
deliberate play-based activities, streamlining classroom management, and challenging and rewarding
learning. The study concludes that the early childhood educators learning process during the new
normal is characterized by high learner engagement in deliberate play-based activities, where the
facilitators of learning have to streamline their classroom management through creative scaffolding,
collaboration, and modifications in their teaching and pacing. Furthermore, facilitating learning
during the new normal is a confluence of challenges and job fulfillment. Thus, further empirical
investigation may be conducted to verify the findings in other childcare centers in British Columbia,
Canada.
Keywords: childhood educators, learning process, new normal, child care center
Page | 98
L3 [98]
SAME DISEASE, DIFFERENT PERSPECTIVES: AN EXAMPLE OF
MULTIDISCIPLINARY TEACHING IN THE EARLY YEARS OF HEALTH
CAREERS
Zapata-Garrido AJ*, Méndez-Reguera EA and Guzmán-Brambila C
Departamento Regional de Entradas en Salud, Escuela de Medicina y Ciencias de la Salud,

Tecnológico de Monterrey, México
*alfonso.zapata@tec.mx
ABSTRACT
Patient-centered care requires health professionals with particular skills, including interprofessional
work. In our institution, health students from medicine, psychology, nutrition, dentistry, and
biosciences share a curriculum during their first three semesters, allowing them to connect. Sharing it,
students from one career often question the importance of the knowledge acquired in certain subjects.
We proposed an activity to help them realize that all health areas contribute to patient-centered care.
We designed a multicampus virtual forum for third-semester students from the Haematology course
consisting of a discussion table formed by a hematologist, immunologist, neurologist, and clinical
nutritionist, each given 10 minutes to talk about different aspects related to liver cirrhosis:
hypersplenism, immunological features, hepatic encephalopathy, and nutritional care. As part of their
course evaluation, we registered attendance by camera-open snapshots at the beginning and during the
questions section at the end of the session, and with an online survey gathering students’ opinions and
suggestions. Over 290 students from different health programs and campuses attended. The overall
perception was that they liked the approach of a topic from different perspectives (they were surprised
nutrition could be therapeutic). They suggested real-clinical case discussions. Due to the rapid pace of
scientific advances, it is impossible to know everything. Regrettably, only when the student is in the
clinical setting does he perceive the collaborative approach between professionals. Bringing forward
these educational experiences early in the formative years, possibly by designing a week of a real-case
multidisciplinary approach at the end of the semester, can ignite the spark of collaboration. Discussing
health conditions from different perspectives earlier in health careers allows the perfect timing to
plant the seeds of multidisciplinarity for patient care.
Keywords: medical education, multidisciplinary teaching, collaboration
Page | 99
L4 [99]
OPTIMIZING LEARNING EXPERIENCE THROUGH UNDERSTANDING THE
EFFECT OF INFORMATION DENSITY ON MEMORY: EVIDENCE FROM A
RECOGNITION MEMORY TEST
Wallenberg J1, Fadhilah SN2*, Smulders T3 and Cuskley C3

1
Language and Linguistic Science, Language Change, University of York, United Kingdom
2
Medicine, University of Indonesia, Indonesia
3
Evolutionary Neuroscience, Newcastle University, United Kingdom
*salsa.sulaeman@gmail.com
ABSTRACT
A speaker can structure a phrase where the information is ordered smoothly with the information
being dispersed across the phrase or clumped where the information is concentrated in just certain
parts of the phrase. These differences of order in a phrase can affect the receiver’s memory processing
and retrieval ability of the information. The aim of this research is to identify the effect of different
sequences of information on the brain’s memory recognition and retrieval ability. 324 participants
were tested using an online recognition memory test to evaluate their memory performance. The test
consists of study and test phases. 150 words that represent low, medium and high frequency words
were chosen and assigned into clumped and smooth word lists. The study phase revealed 75 words
and participants were asked to memorize the words. The test phase showed 150 words and
participants were asked to decide whether they have seen the words before and rate their confidence
level. Memory performance was analyzed using curves and statistical analysis. The difference in word
spreading affected participants’ total memory performance and recollection. Participants with the
smooth word list had higher memory performance than participants with the clumped word list.
Smooth sequence is easier to process by the brain due to fewer high informational words being
clumped together that minimize the loss of information when temporary memory failure happens. The
implication of this study is to help improve the learning process through better delivery of information
by the teacher to optimize students’ ability to retain information.
Keywords: language, memory, word, cognitive, recollection
Page | 100
L5 [100]
RAISING NATURALISTIC INTELLIGENCE TOWARDS INCREASING
ACADEMIC PERFORMANCE: ENVIRONMENTAL ACTIVITIES ALONGSIDE
LEARNING
Pascual EA*
Department of Education, Nagcarlan Sub-Office, Laguna, Philippines

*elymarpascual@rocketmail.com
ABSTRACT
One of the eight multiple intelligences being neglected in the academic world is naturalistic ability.
This is the skill and intelligence which is closely related to environmental awareness and leads a
person to become engaged in exploring life forms in the immediate environment. The purpose of this
study was to investigate the effect of nurturing vegetables alongside learning to the academic
performance of Grade 11 ABM learners of Talangan Integrated National High School, Nagcarlan,
Laguna, Philippines. Thirty-eight learners initially participated in this exploratory-sequential mixed
study, with 21 participants (7 teachers, 7 parents and 7 learners) completing the qualitative survey
questions. The 38 ABM learners were given a 5-week challenge of planting vegetables of their choice,
which they were asked to do in school during vacant times. After the 5-week challenge, it was found
out that the naturalistic intelligence and academic performance from second quarter to third quarter of
the school year significantly increased, using a paired t-test and supported by p-values. The result of
the written interview to the participants with regards to how naturalistic intelligence was nurtured by
the five activities generated five themes: (a) Contact with things around us creates awareness and later
breeds curiosity; (b) Keen observation of how living things grow helps in forming environmental
inclination; (c) Knowledge and different information are available through environment exploration;
(d) Identifying the characteristics and classification of different kinds of life form discloses inspiring
creation; and (e) Development of hobby in personal life is possible when the importance of an ability
is realized. Recommendations to school heads and officials, teachers and advisers, DepEd officials,
family and community were laid down at the end of the study.
Keywords: naturalistic intelligence, environment, academic performance
Page | 101
L6 [101]
BRIDGING THE GAP IN TRADITIONAL SCHOOL SCIENCE TEACHING BY
EXPLORING EFFECTIVENESS OF CREATING VIRTUAL SIMULATOR & GAME
BY STUDENTS
Pratibha Y*
Science department, School -Birla shishu Vihar, Rajasthan, India

*pratibhaanue@gmail.com
ABSTRACT
This paper discusses the role of creation of virtual simulators and games using coding by school
students to enhance science concept (nuclear fission, gene transcription, climate change, atomic
structure and mutation) learning and comparing it with traditional laboratory teaching methods. These
concepts in science cannot be taught using a school laboratory and require imagination. Therefore, the
aim of the study is to compare the effectiveness of virtual simulators and games with traditional
science teaching methods where laboratory cannot support science teaching in school. The study used
quasi-experimental research design with a sample size of 90 students between the ages of 10 to 15
years old. The students were divided into two groups: One group who had prior knowledge of coding
(50) and other group who had no prior knowledge (40). An independent t-test was applied to assess
the difference between the two groups. The paper comprises four sections: first exploring the creation
of virtual simulators and games using coding platforms Scratch & code.org by students; comparing
their effectiveness with traditional science teaching methods of concepts that cannot be taught using
laboratory in school; third, discussing implementation in classrooms with no coding experience;
finally, discussing how students’ knowledge, concepts, and interpretation of a topic can be assessed
based on their creation. In conclusion, the use of virtual simulators and games created by school
students through coding platforms is a useful approach to supplement traditional laboratory activities
in science teaching. It enhances the understanding of abstract and complex concepts by creating a
more immersive learning environment. In addition, students with no prior coding experience
developed basic programming skills and created simple science designs such as a working pendulum,
friction, and reflection. Assessment rubrics and constant intervention led to better projects and
supported self-learning.
Keywords: science concepts, coding, virtual simulators, game
Page | 102
L7 [102]
IS TikTok RECOMMENDED TO BE USED IN LEARNING?

Otu R*, da Silva VR and Pujiriyanto
Education Technology Department, Yogyakarta State University, Indonesia

*roniottu21@gmail.com
ABSTRACT
Social media has the potential to enhance the learning process. At the moment, students often use
social media to study, including TikTok. However, most teachers said they were still hesitant about
using TikTok for learning. Therefore, a literature review is necessary to provide an up-to-date
overview of this platform. Based on the characteristics of social media which develop and change
rapidly with the times, the researcher considers that rapid review is the right method to answer the
questions asked. Articles were selected from the Wiley, ERIC, Taylor, and IEEE databases, with the
following requirements: 1) published from 2020 onwards; 2) pass the peer review process, 3) be
written in English and Indonesian. The article answers several questions: 1) What are the strategies to
utilize TikTok for the learning process? 2) How do students perceive TikTok as a learning media? 3)
How do teachers perceive TikTok as learning media? The results show that TikTok has been used in
learning, it was shown from the total of 14 articles collected that have a good perception of the use of
TikTok in learning. Therefore, students and teachers have shown positive responses about using
TikTok for learning in this digital era.
Keywords: learning media, learning, social media, TikTok
Page | 103
L8 [103]
CONCEPTUAL FRAMEWORK TO ESTABLISH GUIDANCE AND COUNSELLING
SERVICES CENTRES AT HIGHER EDUCATION INSTITUTIONS
Batool F* and Malik S
Department of Teacher Education, Faculty of Education, International Islamic University

Islamabad (IIUI), Pakistan
*fatima.phdedu148@iiu.edu.pk
ABSTRACT
Guidance and counseling services centers at educational institutions play a significant role in assisting
students to identify their strengths and areas of improvement. This study was designed to explore the
views of teachers and student advisors regarding the possible strategies to establish guidance and
counseling services centers at higher education institutions. This study was qualitative in nature. 1,770
teachers and 11 student advisors from public and private universities of Islamabad constituted the
population of the study. 110 teachers and 11 student advisors were selected as the sample. Interview
guides were used to collect data from sampled participants. Researchers personally visited participants
for data collection. The thematic analysis technique was utilized to analyze data. Findings indicated
that due to heavy workload teachers remain unable to spare quality time for counseling students and
they indicated that at educational institutions, services of expert counselors must be provided to assist
students in dealing with problems related to subject selection, career planning, social behaviors and
emotional stresses. Likewise, it was explored that student advisors were providing experience-based
counseling to students and they stated that trained counselors must be appointed at educational
institutions to minimize students’ problems and maximize their academic achievement. Based on an
extensive literature review and data analysis, a tentative framework to establish guidance and
counseling services center was developed. After validation from educationists and psychologists, a
final draft of the framework was prepared. Based on findings, it was recommended that administrators
of higher education institutions can implement the proposed conceptual framework to offer effective
guidance and counseling services for supporting students.
Keywords: guidance and counseling services, higher education institutions, minimizing problems,
conceptual framework, administrators
Page | 104
L9 [104]
ENHANCING TEACHING AND LEARNING OF PSYCHOMOTOR SKILLS IN
ENGINEERING LABORATORY COURSES DURING OPEN AND DISTANCE
LEARNING: AN EMPIRICAL STUDY FROM MALAYSIAN STUDENTS’
PERSPECTIVES
Noh N1, Mat Isa CM2*, Tukiar MA2, Tahir W3, Oh CL3, Chiew FH4, Mohd Nor NA5 and
Moses GRP6
1
School of Civil Engineering, Universiti Teknologi MARA Pasir Gudang, Malaysia
2
Civil Engineering Centre of Studies, Universiti Teknologi MARA Permatang Pauh,
Pulau Pinang, Malaysia
3
School of Civil Engineering, College of Engineering, Universiti Teknologi MARA, Shah
Alam, Selangor, Malaysia
4
School of Civil Engineering, Universiti Teknologi MARA, Samarahan, Sarawak, Malaysia
5
School of Civil Engineering, Universiti Teknologi MARA,Pahang, Malaysia
6
Faculty of Humanities, Airlangga University, Indonesia
*chema982@uitm.edu.my
ABSTRACT
The Covid-19 pandemic has posed new challenges for academia and research, including in the domain
of engineering education. With the shift to online and distance learning (ODL), traditional face-to-
face methods for evaluating psychomotor skills are no longer possible. To address these challenges,
this study aimed to identify effective strategies for implementing laboratory courses in the
psychomotor learning domain for engineering students in ODL. Data from 256 undergraduate
engineering students in Malaysia were gathered through an online questionnaire survey and analyzed
using the Rasch Model. Respondents identified limited access to resources and equipment, mental
health issues, and lack of support as the top challenges faced. To enhance practice-oriented teaching,
learning, and assessment (TLA) in ODL, improving assessment tools and aligning learning outcomes
with the psychomotor domain were recommended. Additional strategies include providing mental
health support, special arrangements for transporting materials and tools, consultations with small
groups of students, financial support, creating an engaging live or recorded laboratory, and using
high-performance software. These findings have implications for enhancing engineering programs
and improving education quality in ODL. These strategies can help instructors meet the diverse needs
of their students and address the challenges posed by ODL during the pandemic. Future research
should investigate the effectiveness of these strategies in more detail and identify additional ones to
enhance practice-oriented TLA in ODL and continue to improve engineering education beyond the
pandemic. The study’s results can help instructors and educational institutions navigate the challenges
posed by the pandemic and improve their approaches to teaching and learning.
Keywords: engineering laboratory courses, open distance learning, psychomotor
Page | 105
L10 [105]
INFLUENCE OF SELF-REGULATED LEARNING STRATEGIES AND
EPISTEMOLOGICAL BELIEF ON GRADE 11 STUDENTS’ ACADEMIC
PERFORMANCE
Maisa DDM*
Lourdes College, Inc., Cagayan de Oro City, Philippines

*doris.maisa@lccdo.edu.ph
ABSTRACT
Self-regulated learning and personal epistemological beliefs are essential components in developing
learners’ academic performance. This study determined the influence of self-regulated learning
strategies and personal epistemological beliefs on Grade 11 ABM students’ English academic
performance in the new normal. This study applied the concurrent nested mixed-method design.
Ninety students participated; 10 students from the same strand likewise participated in the Focus
Group Discussion (FGD) where they shared their experiences with their academic performance in
English in the new normal. Results reveal that students’ self-regulated learning strategies in terms of
planning, monitoring, and evaluating were generally high. Data show that self-regulated strategies are
effective in enhancing students’ academic performance. The participants’ personal epistemological
beliefs in terms of the source of knowledge, the structure of knowledge, and the speed of knowledge
acquisition were also high. Findings further reveal that the students’ self-regulated learning strategies
and personal epistemological beliefs significantly influence their performance in English. Two themes
emerged from the data. These are management capability, and academic motivation. Generally, even
if the participants rated their self-regulated learning strategies and personal epistemological beliefs as
high, time management still poses a great challenge to them in the new normal.
Keywords: epistemological beliefs, self-regulated learning, academic performance
Page | 106
M1 [106]
ENHANCING GEOMETRICAL DIMENSIONING AND TOLERANCING
PROFICIENCY: A PRACTICAL APPROACH TO TRAINING AND LEARNING
Mohamed A* and Hassanor MT
Faculty of Technology and Applied Sciences, Open University Malaysia, Malaysia

*azmi_mohamed@oum.edu.my
ABSTRACT
Geometrical Dimensioning and Tolerancing (GD&T) is a complex and detailed system used to
communicate the design and manufacturing requirements of a part. GD&T is essential for the
manufacturing industry as it ensures that parts are manufactured to the required specifications,
reduces manufacturing errors and improves quality, simplifies communication between designers,
manufacturers, and quality control personnel. Many technical schools and universities do not provide
comprehensive training on GD&T, leaving students with limited exposure to the subject. This can
make it challenging to acquire the necessary skills and knowledge to become proficient in GD&T.
GD&T requires practical application to gain proficiency, and it can be challenging to find
opportunities to practice in a real-world setting. Learning Geometrical Dimensioning and Tolerancing
(GD&T) merely on a theoretical basis is not sufficient to become proficient in it. GD&T is a system
that requires practical application to gain proficiency. This paper provides a review of a teaching
method used in a practical session designed for GD&T training and learning at a private technical
institution. The finding from the review process will be used to conceptualize an effective pedagogy
for GD&T training and learning.
Keywords: geometrical dimensioning and tolerancing, practical, proficiency, training and learning
Page | 107
M2 [107]
DISCOVERING THE POTENTIAL OF PERSONALIZED LEARNING WITH
ADAPTIVE TECHNOLOGY TO FOSTER SELF-MASTERY IN LEARNERS
Palanisamy P1* and Suryani A2

1
Centre for Innovation in Learning, National Institute of Education, Singapore
2
Asian Languages Centre, National Institute of Education, Singapore
*punithavathy.palanisamy@nie.edu.sg
ABSTRACT
Personalized learning has gained significant traction in recent years as the demand for individualized
education increases and advanced technologies such as Artificial Intelligence (AI) emerge. AI-
powered adaptive technology, in particular, has the potential to enhance the effectiveness of
personalized learning by providing real-time feedback and customized learning experiences. The
paper highlights the potential of personalized learning in addressing the diverse learning needs of
students and the role of adaptive technology in facilitating self-mastery for individual learners. Self-
mastery is a critical skill that enables individuals to take control of their learning and achieve their
goals effectively. Ultimately, the findings suggest that a personalized learning approach via adaptive
technology has the potential to revolutionize the way students learn and achieve academic success.
Realizing the ability of AI-based adaptive technology to curate the learning path aligned to the
mastery level, the team from the Centre for Innovation in Learning joined with the Asian Languages
Centre to develop Personalised Adaptive Learning and Assessment System (PALAS) with the aim to
provide an inclusive learning experience that addresses different learning abilities and therefore,
allowing the student teachers to progress steadily at their own pace, place and time. This paper
presents the vision of an AI-powered PALAS for Higher Education that provides customized content,
practices, and assessments that address different mastery levels and learning paces, improving
remedial support while optimizing faculty time allocation. PALAS has been piloted with 50 student-
teachers undertaking the Malay Morphology course. PALAS was developed as a proof of concept for
the pilot using an off-the-shelf platform. The preliminary findings based on feedback from learners
and peer critiques revealed the importance of interaction and feedback elements, meaningful learning
progress representation, and adjustments to address detected learning issues such as misconceptions
and low confidence to create a more personalised learning experience for the learners.
Keywords: personalized learning, adaptive learning, mastery learning, assessment, self-mastery,

artificial intelligence
Page | 108
M3 [108]
THE METAVERSE, A SPACE FOR LEARNING ASSESSMENT
Hernández LS*, Carrillo JG and Rivera RA
Basic Sciences Department, School of Medicine and Health Sciences, Tecnologico de

Monterrey, Monterrey, Nuevo León, México.
*lizette@tec.mx
ABSTRACT
Nowadays, the introduction of new technologies in the educational field has created an opportunity to
evolve teaching. The purpose of this article is to show the use of the Metaverse as a strategy to
improve students’ attention with an innovative activity to enrich teaching. Metaverse is a virtual-
reality space in which users can interact with other users in a computer-generated environment. An
evaluation of final projects of problem case analysis was carried out in the environment of the Virtual
Campus of the Tecnologico de Monterrey, with students and teachers of a course taught remotely. In
order to evaluate the performance of this strategy, a perception survey was conducted among students
about this innovation in project evaluation, this survey was administered to all students at the end of
the project presentation session and answered through a digital platform. We obtained the following
results: We had a total of 150 students enrolled in the courses who were impacted by the activity, 72%
of whom consider that the use of this technology supports their learning experience in the sessions;
78% of the participants found it easy to carry out the activity in TecVirtual and 85% rated the
experience as satisfactory in general. It is convenient for teachers to interact in the educational
Metaverse and expand their experience with these emerging technologies for collaborative work with
their students, either in the classroom or remotely, to enrich the students’ experience and strengthen
their meaningful learning.
Keywords: metaverse in education, emerging technologies, meaningful learning, higher education,

educational innovation
Page | 109
M4 [109]
WORKOUT IN THE GYM: AN EFFECTIVE STRESS MANAGEMENT PRACTICE
Daños JN* and Prado N

*jdanos@liceo.edu.ph
ABSTRACT
This study determined the effects of workout in the gym as an effective stress management practice. It
utilized the descriptive-correlational and causal research design. Particularly, it sought to answer the
relationships of the workouts in the gym and its effectiveness in stress management of the clients.
Specifically, this study aimed to describe the demographic profile of the participants of the study, the
level of intensity workout, the preferred schedule and duration of the participants to work out in the
gym, the necessary amenities/features of the gym, preferred type of gym classes, the stress
management practices of gym clients, the relationship between stress management practices and other
variables and lastly, to determine the best variable that predicts stress-management practices. Two
hundred twenty-two gym clients served as the participants of the study. Descriptive statistics such as
mean, frequency, and percentage, correlation and regression were used to analyze the data. Gender
and employment status are not significantly related to stress-management practices while age, marital
status, workout frequency and level of intensity were significantly related to stress management
practices. Among the variables, the level of intensity workout is the best predictor of stress-
management practices.
Keywords: stress management, intensity workout, gym classes, preferred schedule, amenities
Page | 110
N1 [110]
SUICIDE PREVENTION IN HEALTH SCIENCES´ STUDENTS: IDENTIFYING
RISK AND CREATING AWARENESS
Solis-Pena R* and Méndez-Reguera EA
Tec de Monterrey, Mexico

*raquel.solis@tec.mx
ABSTRACT
Suicidal ideation is a highly prevalent concern in medical students (Coentre & Góis, 2018). High
levels of stress and adverse learning environments act to the detriment of students’ well-being during
the formative years (Moutier et al., 2012). This raises a concern among institutions about identifying
students at risk and creating interventions to ensure students’ safety. At our institution, on all our four
campuses, protected time was intended to allow students to optionally answer the Healthy Mind Study
(HMS) which is a screening tool designed by the Wellbeing Department to identify students with
signs of mental affection and suicidal risk. Another aspect of our intervention was the integration of
the QPR training into a compulsory module for first-year students of nutrition, psychology, dentistry,
biosciences, and medicine. This course aims to enable students to identify, persuade, and refer at-risk
peers. The HMS was answered by 439 students from the different campuses with the identification
and close follow-up of 16 students at risk, 2 of which showed signs that put them at suicidal risk. All
of our first-year students were QPR certified. These interventions enable institutions to not only
identify students at risk but also to educate the rest of the students to work as a community and
identify peers that may be struggling with mental health issues. Identifying risk and creating
awareness about sensitive topics is a first and powerful step towards eliminating stigma and prejudice
around them. The integration of interventions around suicide prevention should be included in all
institutions to ensure our students’ well-being.
Keywords: suicide, prevention, mental health, health sciences
Page | 111
N2 [111]
HIGHER EDUCATION ASSESSMENT AT CROSSROADS ON THE USE OF
ChatGPT
Chinengundu T*
Department of Science, Mathematics and Technology Education, Faculty of Education,

University of Pretoria, South Africa
*tchinex2@gmail.com
ABSTRACT
The use of artificial intelligence is a hot topic in the education field. Embracing ChatGPT in higher
education has the potential to offer a range of benefits, including increased student engagement,
collaboration, and accessibility. However, ChatGPT has raised a number of challenges and concerns,
particularly in relation to academic honesty and plagiarism. The narrative literature review
methodology was used for this conceptual paper on ChatGPT which has limited published literature
since its launch in November 2022. This paper examines the opportunities and challenges of using
ChatGPT in higher education, with a focus on the potential risks and rewards of this innovation and
the ways in which universities can address the challenges the tool poses. The paper is underpinned by
the Transtheoretical Model which postulates that when people feel fearful, they are motivated to
reduce the threat. The paper discusses the main features and capabilities of ChatGPT and provides
examples of its use in higher education. Furthermore, the paper considers the potential for ChatGPT to
be used for academic dishonesty and the difficulties of detecting and preventing such abuses. Finally,
the paper suggests a range of strategies that universities can adopt to ensure that ChatGPT is used
ethically and responsibly, including developing policies and procedures, providing training and
support, and using a variety of methods to detect and prevent cheating.
Keywords: artificial intelligence, ChatGPT, plagiarism, academic integrity, policies, universities
Page | 112
N3 [112]
ASSESSMENT AND UTILIZATION OF DIGITAL LIBRARY SERVICES IN THE
NEW NORMAL: IMPLICATIONS TO STUDENTS’ ACADEMIC APPLICATION
Platino EC*
Faculty of Library & Information Science, Lourdes College, Philippines

*esterlyn.platino@lccdo.edu.ph
ABSTRACT
The digital library services of the library are of paramount importance to the college students’
academic activities. This study aimed to examine the students’ assessment and extent of utilization of
digital library services in the new normal and its implications for students’ academic application. The
study used a descriptive correlation design since it described the utilization and assessment of the
digital library services and its influence in the academic applications of the students. A researcher-
made questionnaire anchored on the factors of e-quality service of Ojasalo was the main instrument to
gather data. A total of 310 students participated in the study. Multiple regression analysis was used to
determine the influence of students’ utilization and assessment of the digital library services to their
academic application. The findings reveal that the students’ utilization of digital library services is on
an average of twice a week. The findings also reveal that students had a very good assessment of the
quality of the digital library services. Furthermore, the students’ academic application of digital
library services was described as being done to a “high extent”. Additionally, the students’ utilization
and assessment of digital library services significantly influences their academic application. The
study concludes that quality of the digital library services has a significant predictor to students’
academic application. Thus, it is recommended to the librarians to continue improving the quality of
the digital library services to increase its utilization among the students.
Keywords: digital library services, utilization, academic application, quality service
Page | 113
N4 [113]
EDUCATORS’ PERCEPTION ON THE RISE OF AI CHATGPT FOR AUTHENTIC
ASSESSMENT OF OUTPUTS
Atencio CM and Mirabueno I*
Teacher Education, De La Salle-College of Saint Benilde - Antipolo, Philippines

*ira.mirabueno@antipolo.benilde.edu.ph
ABSTRACT
In a forum held by the University of the Philippines Office of the Advancement entitled, “AI ayayay!
A Conversation on Teaching and ChatGPT,” experts and professors talked about the rising problem of
academic dishonesty and cheating using the tool AI ChatGPT. OpenAI, an artificial intelligence
research company, released ChatGPT, a free chatbot that can answer questions about how to write an
essay, how to compose a song, how to code and debug a computer, and can also answer test questions.
To determine the perceptions of English educators, the researchers conducted online and face-to-face
interviews using a validated interview guide. The validated interview guide answered the questions
regarding the perception of the English educators, their ways of checking the authenticity of the
submitted outputs, and the different countermeasures towards the usage of AI ChatGPT. English
educators have an overall positive perception towards the usage of AI ChatGPT. The researchers
gathered from the participants that close monitoring, reinforcement of proper citations in a written
output as well as setting clear outlines will help students to not depend on AI ChatGPT for their
written outputs such as essays. With the use of Gregory’s Top Down Processing Theory, English
educators can employ and use AI ChatGPT in their classroom as long as they regulate and monitor the
use of it. In addition, using Ajzen’s Theory of Planned Behavior, English educators can create
guidelines such as close monitoring, reinforcement of proper citations in a written output as well as
setting clear outlines because they were influenced by their positive attitude, the negative perception
of the norm, and their control as an authority in the classroom.
Keywords: AI ChatGPT, readiness, authentic assessment, countermeasures
Page | 114
N5 [114]
STUDENTS’ CONCEPTUAL UNDERSTANDING AND CRITICAL THINKING
SKILLS IN MATHEMATICS VIA VODCAST
Melliza M*
Science Education Department, Central Mindanao University Institute, Philippines

*merly.ejem@gmail.com
ABSTRACT
Vodcast, as used in the study, is a term for classroom instruction incorporating multimedia in visual
text, graphics, photographs, movies, and educational video lesson content. Students can also learn
using this form in a certain period and on their terms. This study determined the effects of vodcast on
students' conceptual understanding and critical thinking skills in mathematics. Specifically, it aimed to
identify the level of students' conceptual understanding and critical thinking skills in mathematics
exposed to vodcast and non-vodcast in terms of pre-test, post-test, and retention-test; and determine if
there is a significant difference exists in the level of conceptual understanding and critical thinking
skills in mathematics between the students exposed to vodcast and non-vodcast in terms of post-test
and retention-test. This study was conducted at Casisang National High School, Academic Year 2022-
2023, utilizing two sections from Grade 7. The conceptual understanding and critical thinking skills
were gathered from the participant using validated instruments to answer the research questionnaires.
Also, this study used a quasi-experimental research design. Both the vodcast and non-vodcast groups'
conceptual understanding and critical thinking skills were very low during the pre-test. However, an
increase in their mean percentage scores during the post-test and retention test, indicates that their
conceptual understanding and critical thinking skills have improved. Moreover, a significant
difference exists between the two groups regarding the students’ conceptual understanding and critical
thinking skills during the post-test and retention test.
Keywords: conceptual understanding, critical thinking skills, vodcast
Page | 115
Q1 [115]
PRESCHOOL TEACHERS’ LIVED EXPERIENCES IN MODULAR DISTANCE
LEARNING IN TWO REMOTE SCHOOLS
Agne KS*
Lourdes College, Philippines

*khristineshayne@gmail.com
ABSTRACT
The sudden shift from a traditional mode of learning to modular learning brought about by the Covid-
19 pandemic has become a challenge for teachers. They become more responsible for monitoring the
progress of the learners. As the teacher-participants venture to explore the new modality despite
uncertainty during the pandemic period, they have demonstrated resilience and remain faithful to the
mandates of the Department of Education. The study narrated the lived experiences of preschool
teachers during modular distance learning as a response to the global pandemic crisis in education.
The study used transcendental phenomenology as an approach to inquiry. In-depth interviews and
focus group discussions were utilized in gathering the data. The study was set up to interview six
preschool teachers. Based on the findings, two themes emerged: (a) Encountering Difficulties in
Modular Distance Learning, which covered the parent’s lack of participation and scarcity of
resources; and (b) Intervention strategies that include reaching out to learners, providing additional
resources and programs, tapping volunteers in the community, and offering learning rewards. It is
recommended that schools constantly monitor and evaluate the implementation of modular distance
learning to maintain and sustain excellence in education. Teachers have shown resilience as they have
used coping strategies to handle identified challenges.
Keywords: modular distance learning modality, lived experiences, transcendental phenomenology,

COVID-19, Epoché
Page | 116
Q2 [116]
LIBRARY STAFF WORKING CONDITIONS AND WELL-BEING:
IMPLICATIONS TO THEIR WORK ENGAGEMENT IN THE NEW NORMAL
Abao LR*
Lourdes College, Cagayan de Oro City, Philippines

*lilian.abao@lccdo.edu.ph
ABSTRACT
The working environment is a crucial component of employee performance and is a major concern for
both public and commercial sectors, including libraries and information centers. The success of the
organizations and the wellbeing of the workplace are both enhanced by good working conditions. This
study was conducted to determine the working conditions and well-being of library staff and
librarians and its implications to their work engagement. This study used the concurrent mixed
method of research to gather both quantitative and qualitative data. The participants of the study were
104 library staff and librarians in Region 10 selected randomly. A researcher-made questionnaire was
the tool used to gather data. The following findings were revealed: the participants assessed their
working condition in terms of work pressure, heavy workloads, role conflict and poor relationship, as
generally moderate, while library staff’s assessment on the level of their working condition in terms
of stressful working environment is generally low. In terms of job resources, participants’ assessment
in terms of Autonomy, Social Support, Feedback, Opportunities for Development and Coaching were
generally high. The study confirms that the job resources and well-being do significantly influence
employee work engagement. Participants needed to promote wellbeing at work in order to contribute
to the creation of a positive work environment. It is recommended that the librarians and staff engage
in activities and programs that will sustain their healthy working environment. Furthermore, librarians
and staff may attend webinars and seminars that would enhance their knowledge and skills in
financial literacy.
Keywords: working condition, work engagement, well-being
Page | 117
Q3 [117]
GAMIFIED INSTRUCTION AND THE LEARNING OUTCOMES AND INTEREST
IN SCIENCE OF GRADE SEVEN STUDENTS
Mercado SC1 and Montaña RC2*

1
Science Department, Nanhaya National High School, SDO Laguna, Philippines,
2
English Department, Nanhaya National High School, SDO Laguna, Philippines
*rinielle.montana@deped.gov.ph
ABSTRACT
During the implementation of distant learning, many students failed complete their assignments.
Students also struggled without someone to explain what to do. Grade 7 has several students.
Considering the necessity to apply SLMs and make learning exciting and responsive to student needs,
researchers study numerous techniques to assist SLMs. Since SLMs are meant for independent
learning with minimal teacher intervention, the researcher must reinvent ways for face-to-face
instruction. The purpose of this study was to test an intervention for Grade 7 students using gamified
instruction (Bingo, Dice and Slide, and Wheel of Knows) of 124 grade 7 students of Nanhaya
National High School. The findings were expected help teachers extend their creativity in making
interventions to motivate the student’s drive to learn and to prepare adequate instructional materials
for science subjects. It was part of the school's Project RECOMEX efforts to nurture learner. The
study found a significant difference in the level of interest of the students under gamified instructions
than usual facilitated SLM accomplishment. It also found a significant difference in the level of
learning outcome of the students under gamified instructions than usual facilitated SLM
accomplishment. Among the key recommendations were the use of game-based learning in science
instructions; improve the use of multi-player gaming environments to provide virtual collaboration
opportunities and to promote collaborative problem-solving abilities of students; design effective
innovative games for science learning using theories; incorporate game-based learning in teacher
training programs; conduct SLAC sessions on how to use multiple innovative game-based learning
approaches; and provide help and support on the use of the approach for the improvement of student’s
performance academically.
Keywords: gamified instruction, bingo, slide and dice, wheel of knows
Page | 118
Q4 [118]
A SYSTEMATIC REVIEW OF METADISCOURSE ANALYSIS OF ESL ESSAYS
Mat Zali M, Nurul Ajleaa AR* and Che Mat A
Academy of Language Studies, UiTM Cawangan Terengganu, Malaysia

*ajleaa@uitm.edu.my
ABSTRACT
One linguistic element that authors might use to make their writing logical and reader-friendly is
metadiscourse (MD). All writers create content for readers, and by refining their MD abilities, they
may connect with readers effectively. In the engaging section, writers must connect their readers to
the propositional information. Some writers are better at anticipating the preferences and attention
spans of their audience. Writing in a second language (L2) has seen a surge in research on MD
analyses of academic papers. In order to identify and list the studies that are linked to MD analysis of
L2 writings, this systematic review offered empirical research on MD analysis studies among authors
who write in English as a Second Language (ESL). This paper aims to systematically review the
contribution of metadiscourse studies in the discourse area of research. In particular, this study aims to
critically review the issues in metadiscourse studies and summarize the findings as discussed in the
retrieved articles and critically evaluate the underpinning theories used. From January 2018 through
December 2022, the papers are from Scopus, Web of Science (WOS), and Google Scholar. In this
systematic review, the PRISMA approach (Page et al., 2021) was used and 26 journal articles were
discovered to be suitable for study. The outcome demonstrated that the current studies had been
located various issues of MD used and most studies utilized Hyland’s (2005) interpersonal model in
their studies.
Keywords: systematic literature review, meta-discourse studies, L2 writing, ESL writing
Page | 119
R1 [119]
UNLEASHING THE POWER OF PROJECT-BASED LEARNING: A SYSTEMATIC
REVIEW ON ENHANCING WRITING SKILLS AMONG TERTIARY EDUCATION
STUDENTS
Nurul Farihah R, Nurul Ajleaa AR* and Goh YS
Academy of Language Studies, Universiti Teknologi MARA, Malaysia

*ajleaa@uitm.edu.my
ABSTRACT
This systematic review aims to investigate the effectiveness of Project-Based Learning (PBL) in
improving writing skills among tertiary education students. Through an extensive search across
multiple databases, including Scopus, WoS, Science Direct, ERIC, and citation searching,
approximately 38 relevant articles were collected and analyzed. The review focuses on the impact of
PBL on various aspects of writing skills, such as writing fluency, coherence, organization, and overall
writing quality. The findings of the review provide valuable insights into the benefits and limitations
of implementing PBL in the context of tertiary education students. By synthesizing the current
evidence, this systematic review contributes to the existing literature and offers practical
recommendations for educators and researchers interested in utilizing PBL to enhance writing
instruction for tertiary education students. The background of this study emphasizes the relevance of
investigating effective strategies to improve writing skills, a critical component of language
proficiency among tertiary-level students. Regarding the methodology, a comprehensive search
strategy was employed to identify relevant articles, and a thorough analysis was conducted to examine
the impact of PBL on writing skills development. The results of the review shed light on the positive
effects of PBL in enhancing writing skills, including improved fluency, coherence, organization, and
overall quality of writing. However, the review also highlights certain limitations of implementing
PBL, such as the heavy workload, time management, and lack of participation. In conclusion, this
systematic review presents a comprehensive overview of the effectiveness of PBL in enhancing
writing skills among tertiary education students. The findings underscore the value of integrating PBL
into writing instruction, while acknowledging the challenges associated with its implementation.
Educators and researchers can utilize these findings to inform their instructional practices and further
investigations in this field.
Keywords: project-based learning, writing skills, tertiary education students
Page | 120
R2 [120]
CONCEPTUALIZING PROJECT BASED LEARNING MODEL IN ENHANCING
ENGLISH WRITING SKILLS
Chen C1,2, Nurul Ajleaa AR3* and Goh YS3

1
Academy of Language Studies, UiTM Shah Alam, Selangor, Malaysia
2
Department of Foreign Languages, Shanghai University of Finance and Economics,
Zhejinag College, China
3
Academy of Language Studies, UiTM Campus Terengganu, Malaysia
*ajleaa.nurul@gmail.com
ABSTRACT
This paper examines the application of Project-Based Learning (PBL) as a means to enhance English
writing skills in a student-centered instructional setting. The focus is on the design of projects that
provide students with opportunities to practice writing in authentic contexts, fostering collaboration,
reflection, and feedback. The proposed PBL model emphasizes the holistic development of essential
writing skills, encompassing planning, drafting, revising, editing, and publishing. By engaging
students in real-world problems or challenges, PBL encourages active participation and enhances their
ability to apply writing skills effectively. The paper also discusses the potential challenges and
benefits associated with implementing PBL in English writing classrooms. It explores the value of
incorporating authentic situations, collaborative learning, and reflective practices within the PBL
framework. Furthermore, it highlights the importance of providing timely and constructive feedback
to students to facilitate their growth as proficient writers. The ultimate goal of this paper is to provide
teachers with a practical framework for designing effective PBL activities that promote the
development of English writing skills and equip students with the necessary competencies for success
in the 21st century. By employing PBL, teachers can create engaging learning experiences that bridge
the gap between classroom learning and real-world application, thus fostering students’ mastery of
writing skills in meaningful and relevant ways. In summary, this paper underscores the relevance of
PBL in enhancing English writing skills, presents a comprehensive framework for its implementation,
and underscores its implications for educators aiming to prepare students for success in a rapidly
evolving world.
Keywords: project-based learning, English writing, conceptual framework
Page | 121
R3 [121]
PARENTS' PERCEPTIONS OF LIFE SKILLS EDUCATION FOR EMPOWERING
SECONDARY SCHOOL STUDENTS: A QUALITATIVE EXPLORATION
Maqsood F*, Malik S and Jumani NB
Teacher Education, Faculty of Education, International Islamic University Islamabad,

Pakistan
*fatima.maqsood@iiu.edu.pk
ABSTRACT
The efforts were made to explore the parents’ perceptions about the meaning and importance of
various life skills education as tool for empowering young children, and about the role of schools and
parents in stimulating these skills. The study was qualitative, involving a sample of 30 parents of
secondary level students selected through convenience sampling. Data were collected through a semi
structured interview and obtained responses were analyzed using thematic analysis. It was established
that most parents considered life education as key to empowering young students and that is why all
types of skills (problem solving and decision making skills; critical and creative thinking;
interpersonal and communication skills; self-awareness and empathy; coping and self-management
skills) were deemed equally important. Parents also expressed their concerns and reflected that most
of children lack these skills and that both, schools as well as parents, should play thier role in training
these skills among students. It is recommended that life skills related experiences need to be an
explicit part of the training and learning of children and that parents and teachers need to collaborate
strongly in this to make it a success story.
Keywords: secondary school students, parents, life skills education, students’ empowerment
Page | 122
R4 [122]
PERCEPTION OF SECONDARY LEVEL STUDENT ABOUT SOCIAL MEDIA AS A
LEARNING TOOL
Waqar S and Fakhar G*
Department of Educational Leadership and Management, Faculty of Education,

International Islamic University, Islamabad, Pakistan
*gullfareen.msedu20@iiu.edu.pk
ABSTRACT
The study was directed to study the perception of secondary level student about social media as a
learning tool. The objectives of this study were to find the positive and negative perception of student
about social media as a learning tool. We are living in the era of internet and technology and today’s
generation is hooked up with it, so it was important to study the positive and negative perception of
student about making it a learning tool. Population of this study was the model colleges under FDE in
sector I and H. science students of 2nd year were selected. There were total 1799 students. Sample of
316 students were selected by using krejcie & Morgan (1970) table of sampling technique. For
collecting data multistage sampling was done. In first stage researcher select 5 out of 12 colleges by
convenient sampling technique. In second stage researchers collect data conveniently by personally
visiting the selected school. For research instrument an adopted questionnaire was used based on 26
statements after taking the permission, whose reliability was examined by Cronbach alpha value. Data
was analyzed by using SPSS. Mean, frequency, and percentage
Keywords: social media, learning tool, secondary level
Page | 123
R5 [123]
STUDENT’S VIEWS ON WRITING TOOLS’ ROLE IN IMPROVING THEIR
WRITING SKILLS
Quitos A*, Cepeda VBA, Febrio JK, Mejos AJ, Nuer KM and Sablas MS
Language Education Department, Student, Central Mindanao University, Philippines

*s.quitos.allen@cmu.edu.ph
ABSTRACT
Online tools are thought to aid students in learning or enhancing skills such as writing. Hence, this
study was conducted to understand students' views about online tools- Grammarly and ChatGPT in
terms of helping them write better. The researchers employed a qualitative approach and gathered data
through interviews and thematic analysis. Ten college students were selected through purposive
sampling. After a thorough investigation, three themes about their views emerged - 1. Online tools
help enhance their vocabulary, 2. Online tools are seen as beneficial to their writing skills for editing
and proofreading, and 3. Online tools led to their dependency. Overall, students view these tools
positively but recognize the need for them to be critical in evaluating the information presented. The
study recommends that instructors promote appropriate usage of Grammarly and ChatGPT. At the
same time, think of an effective strategy to improve the writing skills of college students. Further,
future studies may explore comparing the effectiveness of these tools to those of alternative methods
for improving writing abilities, examine the long-term effects of these tools, and address the potential
adverse effects of technological dependence.
Keywords: online writing tools, writing skills, college students, dependency, effectiveness,
conventional strategies
Page | 124
S1 [124]
WHAT DO THE STUDENTS SAY ABOUT SOCIAL NETWORKING SITES AS A
LANGUAGE LEARNING TOOL? A STUDY FROM INDONESIA
Tambunan ARS1*, Sari WS1 and Rasmitadila2
1
English Department, Universitas Negeri Medan, Indonesia
2
Elementary School Teacher Education Department, Universitas Djuanda, Bogor, Indonesia
*annatambunan@unimed.ac.id
ABSTRACT
The widespread use of social networking sites (SNSs) in EFL programs in higher education plays an
essential role in altering learning and teaching. This study investigates the benefits and drawbacks of
using social networking sites in studying English as a foreign language in Indonesia due to the
growing popularity of social networking sites. This exploratory study employed an open-ended
questionnaire through a Google form in collecting the data. One hundred and two students
participated in the questionnaire. Participants exhibited various opinions regarding the most popular
social networking sites for English language learning, showing that defining SNS as a concept is
crucial for future study and the practical integration of SNS applications in advanced language
learning contexts. This study found that YouTube, Instagram, Twitter, Google, Duolingo, and TikTok
were among the highly preferred social networking sites, and they were frequently used in EFL
learning in Indonesia. The basic tenets of SNS excellence are convenience, collaboration or
connection, and geographic transcendence. The primary downsides of social networking sites are that
they can be overwhelming, boring, annoying, time-consuming, and include interpersonal difficulties.
Moreover, the legitimacy of the source may be a concern. Recommendations for educator integration
with SNS (for class assignments) and student management with SNS are the primary themes of the
suggestions. The study provides novel insight into the use of SNSs for learning from undergraduate
students representing different geographic perspectives. Importantly, the findings reveal that SNSs
can be a valuable tool for English-language learning, as they provide opportunities for learners to
practice their language skills in an engaging and interactive way.
Keywords: EFL, English language learning, Indonesia, social networking sites, undergraduate
students
Page | 125
S2 [125]
HOW FAR ENGLISH LANGUAGE TEACHERS’ ATTITUDES TOWARDS
BLENDED LEARNING IMPACT THEIR TEACHING PRACTICES IN LANGUAGE
CLASSROOMS
Emara TMI*
English Department, Emirates Schools Establishments, UAE

*tar2366@gmail.com
ABSTRACT
Many debates have been aroused over Blended Learning (BL) as an influential learning approach that
has contributed to language teaching and learning. It combines theory and practice through
implementing a learning strategy merged with technology in an interactional learning setting.
Therefore, English language teachers (ELTs) are required to learn about and keep up to date with BL
and its models to effectively implement it in their language classrooms and achieve its expected
outcomes. However, ELTs have different attitudes towards BL which impact their teaching practices
in their language classrooms. This study explores how far ELTs’ attitudes towards BL impact their
teaching practices in language classrooms, delineating how far they perceive it, its challenges, and
their suggestions to develop its implementation in language classrooms. A qualitative method was
employed, utilizing four classroom observations (CLOs) on 4 ELTs, an open-ended questionnaire
(OQ) on 52 ELTs and a focus group (FG) with 12 ELTs. Findings from the CLOs showed that 75% of
ELTs had effective performance when implementing BL, though they had some challenges, while
25% were ineffective. However, all ELTs needed to develop their strategies to improve implementing
BL. Confirming the same findings, the OQD and FGD revealed that 75% of ELTs adopted a positive
attitude towards BL, though they kept some limitations towards its implementation in language
classroom, while 25% had a negative attitude which impacted their teaching practices. They also
revealed that ELTs needed to enrich their knowledge about BL to improve their teaching practices
when they implement BL. The study fills a gap by probing ELTs’ thoughts, exploring their attitudes,
and providing them with suggestions to help improve their conduct in design and practice.
Keywords: blended learning (BL), BL models, attitudes
Page | 126
S3 [126]
MYON APPLICATION FOR READING-FOR-PLEASURE ACTIVITIES:
PRACTICE, BENEFITS, AND CHALLENGES
Pertiwi IE* and Purnawarman P
English Education, Faculty of Language and Literature Education,

*indriekapertiwi@upi.edu
ABSTRACT
The popularity of e-books that have been raising due to the Covid-19 pandemic is considered
problematic for reading-for-pleasure activities at the same time since it requires a long time to search
and careful attention regarding the language level that it has. Hence, a specific type of e-book
application called MyOn seems to be promising to solve the problem. This study implies Harmer’s
(2007) basic theory about reading for pleasure to figure out the practice of it and is also aimed to
determine the benefits as well as the challenges faced. The data was gained from the interview results
with an experienced English teacher, observations, and MyOn application itself as the main document
to be analyzed qualitatively. The study found that MyOn application facilitates reading-for-pleasure
activities for students who are in Bilingual classes and integrated with English subjects. It also
revealed that the application is practical, accessible, and visible even though some distractions were
also noticed to be the challenges. The improvement of the application is suggested to the application
developers along with further considerations for teachers in selecting the application so that the
reading activity could be facilitated optimally
Keywords: e-books, reading-for-pleasure activities, MyOn
Page | 127
S4 [127]
CHANGING STUDENT PERCEPTION OF THE AESTHETIC EXPERIENCE
USING ARTIFICIAL INTELLIGENCE IN A HIGHER EDUCATION INSTITUTION
IN NORTHWESTERN MEXICO
Baena JC1* and Olivas EC2

1
Humanities and Education, Tecnologico de Monterrey, Mexico
2
Humanities and Social Sciences, Tecnologico de Monterrey, Mexico
*juan.baena@tec.mx
ABSTRACT
Understanding the arts from an aesthetic experience point of view means enriching one’s appreciation
of the work itself. In higher education (HE), student belief of this appreciation is not questioned, but is
only accepted; however, such understanding should be explored. By providing tools and technologies
to enhance the aesthetic experience and to facilitate their artistic identity as a creator, HE students can
increase their appreciation and knowledge of art while developing competencies for today’s
technology-driven market. In this paper we (a) analyzed if Artificial Intelligence (AI) could be
perceived by students as an enhancer of the aesthetic experience and (b) examined whether artistic
practice, enabled by the help of image generation AI, can also boost aesthetic experience. The 27
participants were students of “Posthumanism Ethics and Technology,” an elective class in a private
HE institution in the northwestern region of Mexico, in the State of Sonora. The students are from
different undergraduate programs and semesters (from 1st semester through the fifth). We analyzed
by conducting first a pre-survey that states an initial impression of the students’ perception of their
own aesthetic experience. Then students learned about modern art and posthuman art. Then they
create a piece of art using DALL-E, an AI system that produces images from written descriptions.
Participants responded to a survey that stated their perception about aesthetic experience and, finally,
they presented their own piece of art to the public and responded to a final survey about their aesthetic
experience and their relationship with art. As a result, participants stated their perception on the use of
AI increased their aesthetic experience and their relationship with artistic practices. In addition, we
concluded that such perception of students must be analyzed further in order to understand if the use
of image creator AI can enhance the aesthetic experience and the understanding of the artistic
practices. Research and development in the arts in HE can benefit from studies focused on the student
perspective to provide scholars and institutions alike new and innovative processes to achieve the
educational goals intended.
Keywords: aesthetic experience, higher education, educational innovation, Tec 21 Educative Model
Page | 128
S5 [128]
HUMANOID ROBOT AS AN INNOVATIVE TOOL TO ACCELERATE
MECHATRONICS ENGINEERING STUDENTS LEARNING
Belmonte-Izquierdo R* and Rodríguez-Calderón R

*ruben.belmonte@tec.mx
ABSTRACT
One of the most important challenges for a professor in the classroom is to engage the students with
the class topics. There is necessarily some apathy or disinterest due to distractions such as cell phones,
tablets or just idleness. However, the use of open-source platforms allows a wide variety of
applications and encourages opportunities for collaboration and acceleration of students’ learning by
being immersed in projects that require different types of skills. This paper aims to measure the
impact that a humanoid robot generates on the engagement of students in disciplinary courses,
demystifying the complexity of robots. The hypothesis is based on the attractiveness that a humanoid
robot generates among the students thereby keeping their attention by involving them in the design,
construction, assembly and corresponding tuning. The objective of this proposal is to engage students
in the teaching-learning process through open-source technology for robotics. To validate the
proposal, the construction of a pair of humanoid robots is included as a tool for improving the
learning during two academic terms for a sample of 21 undergraduate mechatronics engineering
students. The design and construction of the humanoid robots is accomplished using an open-source
technology platform, additive manufacturing, and incremental innovation. The research methodology
is quantitative based on a reliable survey that measures the perception of the students regarding their
own engagement, motivation, and significant learning during the development of this project. The
statistical analysis applied to such variables of interest validates the initial hypothesis. The results
prove that this educational innovation proposal improves the learning process, the students’
engagement and motivation in classes.
Keywords: robotics, open-source platforms, 3D printing, educational innovation, higher education
Page | 129
T1 [129]
HOW STEM EDUCATION RESEARCH CONDUCTED IN MATHEMATICS
LEARNING IN INDONESIA? A SYSTEMATIC LITERATURE REVIEW
Mukhibin A* and Herman T

*a.mukhibin@upi.edu
ABSTRACT
STEM (Science, Technology, Engineering, and Mathematics) is a learning approach that integrates
several scientific disciplines to solve a particular problem. STEM emphasizes aspects of
collaboration, communication, problem solving, critical thinking, and creative so that it can foster
students’ couriosity. Currently, there are many studies on STEM Education conducted in Indonesia,
but not many have evaluated the results, especially in mathematics learning. This study aims to
describe the research trends related to STEM Education in mathematics learning in Indonesia. The
method of this study is a systematic literature review. There are 46 articles published from 2018 to
2023 that qualified the inclusion criteria. The data analysis technique is a descriptive qualitative. The
data were analyzed based on the year of publication, the education level, the location of research, the
method of research, journal indexed, integration pattern, technology used in STEM research, and
STEM learning objectives. The research results of STEM Education in Mathematics learning in
Indonesia showed that (1) 20 articles (43%) are published in 2022, (2) 28 researches (61%) are
conducted in junior high school, (3) 28 researches (61%) are conducted in Java island, (4) the method
most often used in the application of STEM in mathematics learning is the research and development
method, (5) 17 articles (37%) were published in journal indexed by Sinta 2, (6) the most common
integration is project-based learning, (7) technologies that are often used in implementing STEM are
Wolfram Alpha and GeoGebra, and (8) the most achieved STEM learning objective is creative
thinking ability. The results of this study can expand the knowledge of educators and researchers
about how STEM research is conducted in mathematics learning in Indonesia. Further research can be
conducted by looking at several research variables such as the level of education, technology used, or
learning objective in conducting STEM Education in mathematics learning.
Keywords: STEM education, mathematics learning, Indonesia, systematics literature review
Page | 130
T2 [130]
HIGH SCHOOL STUDENTS’ ONTOGENIC OBSTACLES IN SOLVING SOLID
GEOMETRY PROBLEMS VIEWED FROM SPATIAL ABILITY
Pertiwi S*, Dasari D and Sumiaty E

*saffanahpertiwi@upi.edu
ABSTRACT
Many students have difficulties understanding the topic of solid geometry due to their limited
knowledge, commonly called ontogenic obstacles. This study aims to investigate what ontogenic
obstacles arise when students solve solid geometry problems based on spatial ability indicators. A
qualitative with case study approach was applied in this study. Participants of this study were 44
twelve graders in one of the public high schools in Serang, Indonesia. Data collection was carried out
through a test consisting of 3 questions related to prerequisite material and 3 questions on solid
geometry problems based on spatial ability indicators, observations and interviews with students. The
results show that ontogenic obstacles found in this study include psychological, instrumental, and
conceptual ontogenic obstacles. First is psychological ontogenic obstacles that occur when students do
not like mathematics, so they easily forget the material they have learned. Second is instrumental
ontogenic obstacles that occur when students are less prepared in understanding the distance concepts
of solid geometry such as distance between point-to-point, point-to-line, and point-to-plane so
students are mistaken in solving solid geometry problems based on spatial ability indicators. Third is
conceptual ontogenic obstacles that occur when some students do not understand arithmetic
operations, so they are confused in solving arithmetic operations related to the problem. Then overall,
the ontogenic obstacles that are most often experienced by students include constructing solid figures
into the appropriate plane figures, constructing plane figures that are as expected, and completing
arithmetic operations.
Keywords: ontogenic obstacles, three-dimensional, spatial ability
Page | 131
T3 [131]
ENRICHING STEM STUDENTS’ CONCEPTUAL UNDERSTANDING OF BASIC
CALCULUS CONCEPTS THROUGH PYTHON PROGRAMMING
Godinez CDO*
Basic Education Department, St. Rita’s College of Balingasag, Philippines

*charlesdarwingodinez@gmail.com
ABSTRACT
The teaching and learning of Science, Technology, Engineering, and Mathematics (STEM) subjects
demand utilization of modern Information, Communication, and Technology (ICT) tools to aid in the
visualization and demystification of highly theoretical and abstract concepts for a high school student.
Python, a computer programming language that has been used for many purposes especially for data
analysis, can have the potential to assist teachers in visualizing Basic Calculus concepts that could not
be easily illuminated using the conventional teaching method. This study explored the didactical
possibilities of using Python-based coding to assist in the teaching of Basic Calculus concepts to
improve STEM students’ conceptual understanding and achievement of the subject. This study
employed a pretest-posttest, quasi-experimental control group research design to four intact 11th year
classes of a local high school in the Philippines to compare students’ achievement scores and
conceptual understanding responses as influenced by the intervention. Interviews were also done to
verify responses for triangulation. The teacher used Python-based coding during discussions and
administered Python coding activities to be done by the learners about the concepts discoursed in
Basic Calculus. The results revealed that the students taught with Python-based coding activities have
significantly higher achievement scores and conceptual understanding compared to those taught
conventionally. The implications for this study will be useful for STEM educators, especially those
teaching Basic Calculus, that integrating Python programming in the teaching of calculus concepts
can be done to significantly improve students’ conceptual understanding and achievement on the
subject.
Keywords: teaching calculus, achievement, Python coding, mathematics
Page | 132
T4 [132]
PROFESSIONAL DEVELOPMENT OF ENGLISH FOREIGN LANGUAGE
TEACHERS IN INDONESIA: NON-ENGLISH EDUCATION GRADUATE
TEACHERS
Dewi M* and Kurniawan E

English Education, Faculty of Language and Literature Education, Universitas Pendidikan
Indonesia, Indonesia
*melawatidewi@upi.edu
ABSTRACT
The paper reports on the results of a study aiming to analyse the teachers’ perception of their
professionalism in teaching English as a non-English education graduate as well as the challenges that
are faced by the teachers. The data were collected from observation and interview with two English
teachers of the Senior High School in Subang, West Java, Indonesia. The data were analysed by a
qualitative method through three steps: reduction, display and conclusion. From the interview result,
the two teachers have similar perceptions the professionalism in teaching. They believed that
professional development can be improved by joining some events and programs in an effort of
developing their pedagogical competence. Furthermore, the teachers explained that to increase their
knowledge of classroom management, their school facilitated them to join many kinds of seminars,
workshops, short courses or teacher training related to teaching in order to develop their knowledge of
teaching methods. Meanwhile, the observation results show that both teachers have not applied all
practical professional development activities in their classrooms, such as the implementation of lesson
study is not achieved well and the teachers are not familiar with self-reflection. However, they also
faced some challenges such as classroom management, digital competences and pedagogical
competence. In conclusion, the researcher assumed that their teaching English professionalism could
be developed as long as they have taught English skills which can be reinforced by some experiences
in teaching English, applying pedagogical knowledge and attending teacher’s programs that can
improve their competence in teaching.
Keywords: EFL Teachers, professional development
Page | 133
U1 [133]
PARENTAL INVOLVEMENT AT HOME THROUGH THE EYES OF TEACHERS
IN ROMA AND/OR DISADVANTAGED MAJORITY SCHOOLS
Balogh J*, Mándoki R and Fekete EK
University of Debrecen, Institute of Education, Center for Higher Education Research and
Development, Hungary
*jenifer.balogh1995@gmail.com
ABSTRACT
In response to the research findings, more and more strategies and programmes have been developed
to address parental involvement, as parents are largely identified as key actors in school success
analyses. The presentation investigates 1) how teachers perceive parents in general, 2) how they
perceive home-based parental involvement, and 3) whether there is a difference between teachers’
perception about Roma and non-Roma parents. The field of our research was three Hungarian
counties with a high proportion of schools with a disadvantaged and cumulatively disadvantaged
student composition. In the autumn of 2021, we conducted semi-structured individual interviews with
45 primary and secondary school teachers, averaging 68 minutes. Following the development of
preliminary expert subsamples, interviewers selected the interviewed teachers using theoretical
sampling. 1) One of our key findings is that teachers in general unanimously talk about a lack of
parental involvement. 2) Teachers often attribute the child's performance at school to a lack of family
involvement at home. 3) Teachers report lower levels of Roma parents' home-based parental
involvement (compared to non-Roma parents), which they attribute to parents' lack of knowledge of
school material. The practical benefit of this research is that it helps to uncover how teachers can
support parents according to home-based parental involvement.
Keywords: Roma parent’s, parental involvement, educational inequalities, social mobility
Page | 134
U2 [134]
ISLAMIC HUMAN RESOURCE MANAGEMENT STRATEGIC PLANNING,
PRACTICES, COMMITMENT, AND ORGANIZATIONAL PERFORMANCE OF
BANGSAMORO REGION.
Hanafe LA*
College of Business Administration and Accountancy, Mindanao State University- Main

Campus, Philippines
*hanafeabdulmalik11@gmail.com
ABSTRACT
The study's major goal is to develop a causal model that best linked the employees' views on Islamic
HRM principles, practices, and work engagement, as well as to determine which variables influenced
the organizational performance. Researcher - made survey instruments were used to implement
descriptive-correlational and causal comparative study designs. It was done in the Bangsamoro region
and included 537 regular employees from different ministries using stratified random sampling. To
interpret and analyze the data, the researcher employed the mean and standard deviation, Pearson
Product-Moment Correlation, multiple regressions, and the structural modeling equation. The study's
findings revealed that the respondents in BARMM have a high level of agreement in their assessment
of the Islamic human resource management practices. It reveals that Islamic principles and values
have significant influence on the human resource management practices. It was also discovered that
participants in BARMM have a positive perception of the strategic planning and Islamic HRM
practices related to HRM policies, workplace and environment, and leadership. However, there are
areas for improvement, particularly in terms of HRM policies, which need further clarification and
consistency. There is also a strong positive relationship between work engagement, Islamic human
resource management practices, and strategic planning with organizational performance in BARMM.
This study suggests that employee engagement is a key driver of organizational productivity, and
aligning HRM policies with Islamic values and principles can enhance organizational productivity.
The study also highlights the potential social benefits of implementing Islamic human resource
practices, such as promoting cooperation, teamwork, and harmony in both organizations and society.
Keywords: structural model, strategic human resource management, Islamic principles, work
engagement, bangsamoro
Page | 135
U3 [135]
OVERCOMING NUMERACY ENIGMA THROUGH MATHEMATICS
MANIPULATIVE TOOLS
Ramirez CR* and Tabirao KU
Lumban Central Elementary School, Philippines

*caryl.ramirez@deped.gov.ph
ABSTRACT
This study aimed to determine the correlation of manipulative tool use with the level of acceptability
of learners from Grade I to VI pupils in Lumban Central Elementary School. This study utilized the
descriptive research design through survey questionnaires. The respondents were chosen using a
purposive sampling technique. The level of mathematical manipulative tool use was very highly
evident. It is important for students to have access to these tools because it helps them build a concrete
understanding of concepts in math. The overall level of acceptability of manipulative tools was also
very highly evident. There is a significant correlation between mathematical manipulative tool use
and learners’ level of acceptability; all the variables bear a significant relationship. Therefore, the
hypothesis indicating that there is no significant correlation of using mathematical manipulative tools
to the learners’ level of acceptability in Lumban Central Elementary School in Lumban Sub-Office,
Division of Laguna is rejected. Using manipulative tools can be a great way to help learners
understand and apply abstract concepts in math. Use questions and prompts to facilitate this
exploratory learning process. By encouraging exploration, discussion, and real-world applications,
teachers can help learners develop their problem-solving skills and have fun while doing it. As such, it
is important to consider each student’s individual needs and choose manipulative tools that are best
suited for their individual learning style. Thus, teachers should employ manipulatives. These tools
may also help pupils visualize mathematical concepts. Manipulative tools work best when teachers
know how to use them and pick the best activities for their students.
Keywords: enigma, mathematical manipulative tools, level of acceptability, exploratory learning,

individual learning style
Page | 136
V1 [136]
TECHNOLOGICAL ADVANCEMNET AS INNOVATIVE TREND IN
INSTRUCTIONAL DESIGN
Ajaz N* and Mughal I

Islamabad, Pakistan
*nadia1083@gmail.com
ABSTRACT
As world has become a global village in 21st century, so the need of upgradation and advancement in
accordance with the latest technological tools has massively increased in all educational settings
including Instructional Design Systems (IDS). Since the scientific advancement in educational
technology and online learning is increasing day by day so it’s the need of hour to equip the students
and scholars with the latest technological advancements as an adoption of innovative trend for
effective learning process. This can be reflected by modification of learner’s profiles, teaching -
learning environment and socio-cultural contexts. The latest introduction of technological tools and
platforms has changed the traditional approaches of learning to non-traditional styles with
multidimensional approaches, thus defining role of learner active from passive state. This
technological advancement has modified the designing and delivery mode of instruction and has made
the teaching learning process more effective. Technological advancements are a source of increasing
the ease, endurance and excitement in life. It not only increases the productivity but also enhances the
efficiency of human work-forceTo serve this purpose Instructional design should be formulated based
upon the latest technological advancements. The purpose of this paper is to enlist the technological
advancements in Instructional Design, their adoption and how technological advancements has
brought innovative trends in Instructional Design.
Keywords: technological advancements, innovative trend, instructional design and technology,

pebble-in-pond model, layered model and holistic 4D model
Page | 137
V2 [137]
WORK-TEXT (W-EXT) APPLICATION: A LOCALIZED LEARNING RESOURCE
MATERIAL IN AFRO-ASIAN LITERATURE
Limongco EE
English Department, Pedro Guevara Memorial National High School, Philippines

*limongco.era@gmail.com
ABSTRACT
Localization plays a major role in the success of the K-12 curriculum since it is anchored in the
development of the learner starting from its roots. Although learners reached the point of studying
other countries’ literature and culture, one should keep one’s feet on their locality. This study was
conducted to evaluate Work-Text (W-EXT), a localized Learning Resource Material (LRM) for
selected Grade 8 Afro-Asian Literature. The study made use of the descriptive method of research. A
total of 56 respondents comprised of 50 English teachers teaching Afro-Asian literature and 6 English
Master Teachers from Cluster III, Division of Laguna. This research made use of questionnaires as the
main tool to gather necessary data about the localized LRM as to its components and characteristics.
Findings revealed that the components of the localized LRM and its characteristics in terms of
physical quality, social consideration, instructional design, suitability, usefulness/usability,
attainability and relevance were evaluated as extremely acceptable, accentuating that contents should
be updated based on the current trends in teaching as well as changes in the context and indigenization
of the material may be considered. Results show that English Master Teachers and Teachers I-III have
no significant difference in their evaluation of the localized LRM in all variables except for relevance,
suggesting further improvement of a more appropriate, applicable and beneficial content towards
learning. Application of localized LRM may be valuable for students with difficulties for remedial
teaching or as additional task for fast learners, and teachers should attend seminars and update
themselves as to how localization could help them teach the subject and help the students understand
more of their lessons.
Keywords: localized, Afro-Asian literature, learning resource material
Page | 138
V3 [138]
ANTICANCER ACTIVITY, ANTIMICROBIAL ACTIVITY AND BRINE SHRIMP
LETHALITY BIOASSAY FRACTIONS OF Ficus platyphylla DEL.STEM BARK
Sadiq IS1*, Choudhary MI2 and Yusuf S 2

1
Chemistry Department, Faculty of Science, Federal University Dutse, P.M.B 7156, Jigawa
State, Nigeria
2
International Center for Chemical and Biological Sciences (ICCBS), University of Karachi,
Karachi, Pakistan
*shinsadiq2015@gmail.com
ABSTRACT
Ficus platyphylla Del is used as a treatment for inflammation, anti-contraceptive, anti-cancer, and
anti-malaria. The aim of the study was to determine the anticancer, cytotoxic and antimicrobial
potential of the various fractions of Ficus platyphylla Del. stem bark. 1.0 kg stem bark samples that
had been air dried and ground up were successively solvent extracted using a polarity-guided
approach and maceration. By using 96-well microplate- the standard MTT, Helas cell (colorimetric
method) and agar tube dilution techniques for aqueous methanol, ethylacetate, and n-butanol fractions
was evaluated. The results of the anticancer activity showed that aqueous methanol gave -36.30
µg/mL, ethyl acetate is -26.2 µg/mL and n-butanol gave -2.6 µg/mL respectively. Meanwhile both the
aqueous methanol and the ethylacetate fractions that were screened showed low percent inhibition
against Salmonella typhi and Staphylococcus aureus. When compared to the common antibiotic
Ciproxacin showed 95.87% inhibition, n-butanol showed 46.67%, a moderate percentage inhibition
against staphylococcus aureus. Compared with the standard antibiotic, miconazole, gave 73.25% for
only the n-butanol fraction demonstrated high significant activity of 90 % inhibition against Fusarium
lini. There was no cytotoxicity, as evidenced by the mortality rates for all three fractions. The study
confirms that Ficus platyphylla del. stem bark fractions have negative values exhibiting proliferative
effect, low and moderate antimicrobial activity and no cytotoxicity effect.
Keywords: anticancer, cytotoxicity, fractions, brine shrimps, Ficus platyphylla, lethality bioassay
Page | 139
V4 [139]
CULTURAL TRANSITION EXPERIENCES OF SOUTHEAST ASIAN
THIRD CULTURE INDIVIDUALS
Yang EP*
Graduate School, Centro Escolar University, Manila, Philippines
*yang1415014@ceu.edu.ph
ABSTRACT
The purpose of this study was to determine the cultural identity of sojourner Southeast Asian Third
Culture Individuals (TCIs) studying in Philippine private universities through the exploration of their
cultural transition experiences. In doing this, Pollock and Van Reken’s Third Culture Kid Identity
Model and Kim’s Cross-Cultural Adaptation Theory were applied. A phenomenological research
design was utilized in answering the specific research questions. Semi-structured interviews were
conducted and written narratives were collected from 20 TCI respondents, between ages 18-27, who
migrated to the Philippines and stayed for at least 1 year. The respondents came from 4 different
countries in Southeast Asia. Research data were analyzed using framework analysis approach. This
study found that TCIs developed hidden immigrant identity and mirror identity, and experienced
cultural integration, as revealed in the acculturation style they practiced during their cultural
transition. Transition difficulties encountered by the TCIs revolved around and affected their personal,
social, and academic functioning, and life satisfaction. This study aimed to contribute to the
development of a deeper understanding on how sojourner Southeast Asian TCIs in the Philippines
experience cultural transition, which would help address their cultural transition issues and concerns
through the formulation of the basis for developing a cultural program. Based on the study findings, it
is recommended that a needs- and contexts-based cultural program that is anchored on the lived
experiences (real-life experiences), as shared by the TCIs in this study, be made.
Keywords: acculturation, cultural identity, cultural integration, sojourners, transition difficulties
Page | 140
W1 [140]
THE DEVELOPMENT OF CULTURAL-BASED MATHEMATICS MEDIA USING
AUGMENTED REALITY 3D WITH ETHNOMATHEMATICS CONCEPT TO
SUPPORT INDEPENDENT LEARNING
Rassyi SF*
Faculty of Educational Sciences and Psychology, Yogyakarta State University, Indonesia

*SultanFakhrur@gmail.com
ABSTRACT
This research aims to develop a 3D augmented reality mathematics learning media with
ethnomathematics concept to support the Merdeka Belajar program. The developed media product
called Si MAMBO (Mathematic SASAMBO) is then tested for its validity and practicality. The
ethnomathematics elements used in this research are traditional houses from 3 tribes in West Nusa
Tenggara, including Bale Lumbung from Sasak tribe, Istana dalam Loka from Samawa tribe, and
Uma Lengge from Mbojo tribe. This research adopts the Research and Development (R&D) approach
referring to the 4-D development model. The 4-D development stages include defining stage which
consists of problem analysis, task analysis, and concept analysis; designing stage which involves
designing the augmented reality media using ethnomathematics concept with the help of Blender
version 2.93, Adobe Illustrator artwork 23.0, as well as Unity and Vuforia AR Extension for Unity
software; and development stage which involves testing the media’s feasibility and practicality. The
research sample consisted of 61 students selected using simple random sampling technique. Based on
the research results, the average validity score given by three validators was 91.67%, indicating that
the developed Si MAMBO media was highly valid. The practicality test results showed that the
students gave a positive response to all components of the Si MAMBO media, with an average
practicality score of 82%. Based on the obtained data, it can be concluded that the developed Si
MAMBO media is highly valid and very practical to use in learning activities, and effectively used by
students.
Keywords: augmented reality, ethnomathematics, learning media
Page | 141
W2 [141]
PROMPT DESIGN FOR THE 21ST CENTURY CLASSROOM: A ChatGPT
APPROACH
Sanif NI*
Masjlis Ugama, Islam Singapura, Singapore

*noor_isham_sanif@muis.gov.sg
ABSTRACT
The usage of ChatGPT in creating prompts for teachers will be examined in this fifteen-minute oral
presentation. It was research done across 6 full-time madrasahs in Singapore to raise awareness
amongst teachers to upskill teachers to develop critical thinking among students and teachers. The
idea of prompt design and its significance in encouraging student engagement and critical thinking
will be introduced at the start of the presentation. We will talk about the advantages of utilizing
ChatGPT for prompt design, including its capacity to produce inventive and distinctive prompts that
are in line with learning objectives. Open-ended and scenario-based prompts, as well as other
instances of effective prompt design utilizing ChatGPT, will be covered in the talk. We’ll also go over
the benefits of using ChatGPT in your design, including its speed and usability. Additionally, the
presentation will go through how to leverage student feedback and the best practices for creating
prompts that push students without overwhelming them. As a whole, the research improved teachers’
usage of Artificial Intelligence in assisting students to think critically.
Keywords: prompt design, ChatGPT, student engagement, learning outcomes, scenario-based
prompts, feedback
Page | 142
W3 [142]
THE RESILIENCE OF TEACHER EDUCATION INSTITUTIONS IN A POST-
PANDEMIC TIME: A COMPREHENSIVE TEACHER EDUCATION MODEL IN
CALABARZON
Lanuza MH1*, Gonzales RA2 and Aligam NP3

1
Philippines
2
Philippine Association for Teachers and Educators, Region IVA-CALABARZON, Philippines
3
Office of the Vice President for Extension and Linkages, City College of Calamba,
Philippines
ABSTRACT
In the wake of the COVID-19 pandemic, the pandemic has disrupted the traditional education system
and has necessitated new methods of teaching and learning in hybrid-flexible learning. The paper
focuses on the five areas recommended for consideration by the study of NICEF Europe and Central
Asia (2022) in educational development in post-Covid times. First is by determining the extent of
implementation in five areas namely access, learning, well-being, safe school, and nutrition and
school feeding, and by testing if these five areas are equally implemented across provinces in the
entire region IVA CALABARZON (Cavite, Laguna, Batangas, Rizal, and Quezon). The 1,378
respondents were from the different teacher education institutions (TEIs) in the entire region.
Students, faculty, and administrators were the delegation in the Annual TEI convention with the high
implementation of resilience evaluation. However, the data were not normally distributed and hence a
Kruskal Wallis H-Test was used for analysis. Statistical differences were established when grouped
according to age bracket (p < .001) from areas 3, 4, and 5 of resilience, area 4 was tested significantly
differently by males and females (p = 0.003). Also, all areas of resilience were tested significantly by
students, faculty, and administration (p < 0.001). Lastly, all areas were implemented differently across
five provinces in the entire region (p < 0.001). Although assessments were in high regard, TEIs have
unanimous implementation. They may share best practices to attain equal ways and achieve a single
outcome in all areas of resilience. The study underscored highlights of resiliency especially the
inclusion of safe schools that enable operations in line with national guidance, and also learning that
broadly encompasses all aspects of teaching and learning, assessment and support to socio-emotional
learning. Together with the state of well-being, access to education and nutrition especially
monitoring health protocols since the COVID-19 virus is just around.
Keywords: resilience, access, well-being, learning, safe school, nutrition and school feeding, teacher
education institution
Page | 143
W4 [143]
STUDENT ENGAGEMENT IN ONLINE INSTRUCTION: OPPORTUNITIES &
POSSIBILITIES IN TERTIARY EDUCATION
Garcia AC*
College of Education - Undergraduate Programs, Faculty

*aleli.garcia@pcu.edu.ph
ABSTRACT
The Covid-19 pandemic forced academic institutions to close schools worldwide which affected 1.58
billion students, both from basic to tertiary education (United Nations, 2020). In the Philippines,
curricula were redesigned, and remote learning became the “new normal.” To adopt remote learning,
educational institutions, especially in tertiary education, used pure online instruction. This paper uses
a narrative inquiry approach in telling how the researcher, as a teacher in tertiary education,
experienced remote learning, how she used the modular approach in online learning and how she was
able to engage students in remote learning. The researcher is also the participant of this study. Using
journal-writing as the primary source and record of data, the researcher was able to write her
experiences. This narrative shares how the theoretical framework of Botma et al. (2015) was used in
designing an e-module. Furthermore, this narrative also shares how the use of the Five-Stage e-
Moderating model helped in students’ engagement or active participation in online learning. Guided
by these models, the researcher was able to design her online classroom with ease and with the
knowledge that she is doing the right thing during those uncertain times. The researcher hopes that
this paper presents an organized experience using a narrative or a story and adds to the growing
research using the narrative inquiry approach in education.
Keywords: narrative inquiry method, student engagement, online instruction, five-stage e-moderating
model
Page | 144
X1 [144]
BSU-CTE GRADUATES’ WORKPLACE BEHAVIOR
Feliciano EL*
Department of Elementary Teacher Education, College of Teacher Education, Benguet State

University, Philippines
*e.feliciano@bsu.edu.ph
ABSTRACT
Teacher training in the Philippines is anchored on national policies, standards, and guidelines
embodied in the curriculum and downloaded to teacher education institutions for implementation.
With all qualification frameworks considered, coupled with institutional branding delivered through
well-defined mentoring dynamics, it is assumed at the outset that the Benguet State University (BSU)-
College of Teacher Education (CTE) graduates are performing behaviors expected of them in the
workplace. Through the responses of the graduates’ employers using the sequential exploratory
research design, this study embarked to discover the behavior manifested by the graduates in the
workplace. It also included their level of manifestation, their employers’ degree of satisfaction of this
workplace behavior and the relationship existing between these two constructs. Maximal variation
sampling was used to identify the respondents of the study. This ensured that the employers’
positions, their schools’ location and school levels have appropriate representations, thus accounting
for the differences in the study’s context. Thematic analysis was used to organize qualitative data
following the hybrid process of deductive and inductive thematic analysis. Further, the Kruskal Wallis
Test and F-test; and Spearman Rho were used to analyze differences in and relationships between the
variables and constructs respectively. The study revealed the graduates’ workplace behavior is either
under contextual or task performance. Contextual performance behaviors are those manifested toward
the graduates’ craft, own-self and their mates, while task performance behaviors, are seen in their
tasks and “extras.” Despite differences in context, the graduates are highly manifesting these
behaviors and their employers are highly satisfied with such behavior manifestation. On the whole,
the BSU-CTE graduates were imbued with enduring behavior exercised consistently and manifested
despite differences in workplace context.
Keywords: graduates’ workplace behavior, contextual performance, task performance
Page | 145
X2 [145]
SOCIAL MEDIA: ITS INFLUENCE ON THE COMPREHENSION SKILLS OF
STUDENTS
Sabid MT*
College of Education, Capiz State University, Philippines

*mtsabid@capsu.edu.ph
ABSTRACT
Despite the vast research conducted on the use of social media, little is known about the influence
social media could have on the reading comprehension level of learners; thus, this quantitative
research was conducted. This study is anchored on connectivism and suggests students should
combine thoughts, theories, and general information usefully. It accepts that technology is a major
part of the learning process. It promotes collaboration and discussion and learning that happens
outside of an individual, such as through social media, online networks, blogs, or information
databases (Siemens & Downes, 2004). It aimed to determine the influence of social media on
learners’ reading comprehension skills. The respondents are the 309 randomly selected first-year
students of CapSU Roxas City Main Campus S.Y. 2022-2023. Data were gathered using a researcher-
made questionnaire. Using the SPSS, data were coded and analyzed. It was found that the level of
influence of social media on the reading comprehension skills of respondents is high, while the
reading comprehension level is proficient. Furthermore, a significant relationship was found between
the level of influence of social media and the level of reading comprehension skills of the learners.
These imply that social media have a positive influence on the development of the reading
comprehension skills of the learners. It has evolved to be a learning resource for reading materials.
This means that the more the learners read using social media, the better the chances of enhancing
their reading comprehension skills.
Keywords: social media, reading comprehension, influence, qualitative research
Page | 146
X3 [146]
STRUCTURAL MODEL OF THE WORK HABITS, VALUES, CREATIVITY, AND
PRODUCTIVITY OF GENERATION Y TEACHERS IN THE NEW NORMAL
Abog M* and Prado N

*marjun.abog@deped.gov.ph
ABSTRACT
Due to the sudden shift in education set-up brought about by COVID-19, teachers' productivity is
challenged. The study is aimed at developing a structural model to assess teachers’ work habits,
values, creativity, and productivity in the new normal. Using both adopted and researcher-made
questionnaires, data for this descriptive-correlational and causal research designs were gathered
among the 220 public generation Y proficient teachers from the three academic districts of
Balingasag: Central, North, and South, division of Misamis Oriental, and were identified using
stratified sampling techniques. Results revealed that teachers work habits were generally developed at
all times; values were predominantly portrayed at all times; creativity was generally shown at all
times; and productivity was extraordinary in all Key Results Areas. Furthermore, results disclosed that
all the independent variables have a significant positive relationship with productivity, with creativity
having the strongest correlation. Moreover, four constructs such as collaboration and education,
continuous professional development, cooperation and policy adherence, and creative activities
predict teachers’ productivity. Finally, the best fit model for teachers’ productivity is structural
equation model 5 called Abog’s Model. This is anchored on values and creativity. It is suggested that
DepEd officials and school heads design training programs to boost teachers’ productivity.
Keywords: learning environment, teachers’ practices, best fit model, new normal, values, creativity
Page | 147
X4 [147]
UNVEILING THE IMPACT OF 21ST CENTURY TECHNOLOGICAL
PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK-21) AND
DEMOGRAPHIC FACTORS ON TECHNOSTRESS AMONG PUBLIC HIGH
SCHOOL TEACHERS
Edmavette LFM1, Larry LS2, Irene MS3, Edgar MA4 and Denis AT4
1
College of Education, Central Mindanao University, Kuya National High School,
Philippines
2
College of Education, Central Mindanao University, Kitaotao National High School,
Philippines
3
College of Education, Central Mindanao University, Lurugan National High School,
Philippines
4
Science Education Department, College of Education, Central Mindanao University,
Maramag, Bukidnon, Philippines
ABSTRACT
This study examined the relationship between technostress, 21st-century Technological Pedagogical
and Content Knowledge (TPACK-21), and demographic variables among high school teachers of the
Department of Education- Division of Bukidnon and the Division of Valencia City, Bukidnon,
Mindanao, Philippines. A total of 169 teachers participated in the study, which utilized a survey
questionnaire consisting of three parts: demographic variable information, Technostress adapted from
Chen (2018), and the TPACK-21 survey questionnaire by Valtonen et al. (2017). The data analysis
involved descriptive statistics, Pearson Product-moment coefficient, and Multiple linear regression.
The results revealed that teachers reported moderate levels of technostress, with higher scores on
techno-overload and techno-uncertainty. The majority of participants were in the 30-39 age range,
followed by 40-49 years old, while females constituted a larger percentage compared to males. The
study indicated a high level of knowledge in TPACK-21 efficacy among the high school teachers,
with the highest mean score in the Pedagogical Content Knowledge (PCK) domain. Significant
relationships were found between TPACK-21 and its measured variables, such as Technological
Knowledge (TK) and Technological Pedagogical Knowledge (TPK). Additionally, age was
significantly related to technostress. Based on the derived predictor variables, including Pedagogical
Content Knowledge (PCK), Technological Content Knowledge (TCK), and Technological
Pedagogical and Content Knowledge (TPACK), the study showed that these variables accounted for
69% of the teachers' technostress levels. These findings suggest that the DepEd Divisions of
Bukidnon and Valencia City administrators should reassess and enhance the implementation and
training of teachers to improve their teaching efficacy, taking into account the impact of technostress
on their 21st-century technological pedagogical and content knowledge.
Keywords: TPACK-21, Technological Content Knowledge (TCK), Pedagogical Content Knowledge

(PCK)
Page | 148
Y1 [148]
MEASURING SUSTAINABILITY: THE ACCOUNTING DIMENSION
Hussey R*
Odette School of Business, University of Windsor, Canada

*rhussey@uwindsor.ca
ABSTRACT
The international concern of the impact of human activities on the environment is understandable.
This paper explains the activities, strengths, and weaknesses of the accounting profession in
establishing regulations and its engagement with sustainability. Terminologies such as sustainability
reporting, corporate social responsibility, and environmental reporting have been appearing in the
annual reports of companies for several years. Whether regulated or voluntary, such disclosures
illuminate the conflict between economic growth and the concerns of society of the impact of business
activities on the environment. The accounting profession, both nationally and internationally, has
commenced issuing sustainability standards with much fervor and urgency. It is certainly a way of
expanding their authority, but one questions the ability of the accounting profession to regulate the
complex issues of measurement required in sustainability accounting. However, accounting as a
discipline has many weaknesses that have not been resolved. For example, there is a lack of
appropriate accounting treatment for inflation, depreciation, and accounting for intangible assets,
particularly those intangibles that are internally generated. This research highlights some core issues
and conflicts. Given these important issues which have been unresolved for many years, how
confident are we to rely on the accounting profession’s ability to record and report sustainability
issues? Due to the different use of terms at the international level, it is impossible to determine the
extent and value of what can be identified as sustainability reporting. The growing interest of
accounting bodies may protect investors, but it may not necessarily make the world a better place to
live.
Keywords: accounting, sustainability, inflation, depreciation, intangible assets, measurement
Page | 149
Y2 [149]
ACADEMIC PERFORMANCE IN ACCOUNTING EXAMS: PERCEPTIONS AND
EXPERIENCES OF INTERNATIONAL STUDENTS
Ong A*
Odette School of Business, University of Windsor, Ontario, Canada

*aong@uwindsor.ca
ABSTRACT
Students’ performance in their first year of an accounting course in an undergraduate degree program
is of interest to those involved in higher education. Previous research has examined students’
characteristics, educational background, experiences and study habits to determine their effect on
academic performance. Findings in several studies state that international students underperform
home students in examinations. The hypothesis for this present study was that Canadian students
would outperform International Students in examinations. The main part of the paper describes the
methodology adopted and the statistical analysis of the data. This findings in this research present an
interesting insight into students studying habits and their changing perceptions of their expected
performance in examinations. The evidence revealed that student’s perceptions and studying
behaviour are shaped by feedback. In this case, the feedback is through examination performance. It
is open to further research to determine whether regular feedback by various methods, for example,
weekly tests have the same effect on the student’s final grade at the end of the course. The analysis of
the data shows that International Students attended classes more frequently and spent more hours per
week studying than Canadian students. The results also revealed that International Students perform
as well as Canadian students. Although this study was conducted with students studying Introduction
to Financial Accounting, we assume that our findings would be applicable to other accounting courses
and disciplines.
Keywords: international students, first year students, accounting courses, class attendance, private
study, examination performance
Page | 150
Y3 [150]
CHARACTERIZATION OF HIGHER EDUCATION TECHNOLOGICAL AND
PHYSICAL SPATIAL INJUSTICES: CASES FROM SELECTED SUB-SAHARAN
HIGHER EDUCATION INSTITUTIONS
Khumalo SS*
Department of Educational Leadership and Management, University of South Africa,

Republic of South Africa
*ekhumass@unisa.ac.za
ABSTRACT
The provision of socially just and functional technological and physical infrastructure is imperative
and indispensable for the success of the Higher Education (HE) academic agenda. These resources are
performance enablers and also critical in boosting student learning. Empirical studies point to
dwindling numbers of throughput rates particularly in Africa. This paper references the findings from
the funded project entitled “The dynamics of space and place in Sub-Saharan higher education
institutions” on the physical and technological infrastructural challenges in the Sub-Saharan Higher
Education region and their ramifications on academic performance. This paper uses a qualitative
research approach and data were collected through semi-structured interviews from various categories
of academics and management. The theory of social justice underpins the study. This study is
significant because it contributes to higher education epistemologies on the provision of socially just
and functioning physical and technological infrastructure. The findings of the study demonstrate that
HE in Sub-Saharan institutions do not have adequate socially just physical and technological
educational resources. Further, these technological and physical challenges pose serious threats to the
academic agenda in the region.
Keywords: social justice, higher education, physical and technological infrastructure, sub-Saharan
higher education
Page | 151
Y4 [151]
SOCIAL WORK STUDENTS AND THE LEARNING NEEDS
Nada E*
Department of Social Work, German Jordanian University, Jordan

*nada.eltaiba@jgu.edu.jo
ABSTRACT
Social work education aims to prepare students to respond to the challenges that they will face in their
future practice. Social work students are a rich source of knowledge about teaching and learning
processes. Research shows that students have important roles in contributing to designing the
curriculum by sharing the identified learning needs. Engaging students in developing the curriculum
can be done by inviting students to evaluate the content of the course, identify the gaps in the learning
and provide recommendations for developing an effective program. The exploratory qualitative study
explores the learning needs of masters-level social work students at the German Jordanian University
in Jordan. To respond to the research question, focus groups were conducted with 15 MA students.
The paper will report the findings which are relevant to the cultural context and international
connections. The research will also report the impact of the research findings on designing future
social work programs.
Keywords: higher education, learning needs, social work
Page | 152
Y5 [152]
THE ANALYSIS OF THE ORAL PROFICIENCY SKILLS OF THE THREE
SPECIALIZATION MAJORS IN THE RESEARCH COURSE
Rizal AG1, Lanuza MH2* and Angay KV3

1,3
English Cluster, Department of Teacher Education, City College of Calamba, Philippines
2
Philippines
ABSTRACT
The oral proficiency in defending the thesis in the research course played a pivotal role in the success
rate of students' research endeavors. The manuscript itself and the way it is defended go hand-in-hand.
The Teacher Education department conducted its thesis proposal defense in secondary education
where there are 34 groups of student papers from English Education specialization, Mathematics
Education specialization, and Science Education specialization scrutinized and underwent panel
examiners. The rating came from different lenses of the research facilitator, the adviser, and three-
panel examiners including the chairman, the data analyst, and the field expert and/or the technical
expert. ANOVA parametric test was used since the normality scale p-value is 0.968 and the
homogeneity of variances among all the six areas of consideration namely: organization; content,
visual aids/ICT; speaking skills; response to questions; and confidence and personality are all greater
than the alpha value of 0.05. The study tested if oral proficiency significantly differs from the
specialization course. It was found that oral proficiency as a whole (p=0.075, mean=66.90%) does not
differ according to what specialization is taken by the students, however, three from six sub-areas
found at least one significance. These are content (p=0.049; mean=63.33%); response to questions
(p=0.039, mean=63.73%), and confidence and personality (p=0.042, mean=67.25) areas where found
at least one difference when grouped according to specialization. Scheffe's test shared a conclusion
that third-year Mathematics and Science major students performed the same in oral proficiency while
surprisingly different from English majors. It is surprising to note that these English major groups of
researchers performed least as compared to the two. the three areas might not be the strength of the
English majors hence the program has to improve it. Moreover, all remaining three areas were at a
good level but are not significant hence, all three majors have the same level when it comes to
organization (p=0.060, mean=67.06%), ICT/visual aids (p=0.291, mean=72.16%) and speaking skills
(p=0.096, mean=65.29). The study may help the research facilitators, advisers, the department itself,
and the research office on how they can help student research successful by focusing on weak areas in
terms of oral proficiency in thesis defense.
Keywords: oral proficiency, content, organization, responses to questions, speaking skills, ICT
integration, confidence
Page | 153
Y6 [153]
READINESS OF PRE-SERVICE TEACHERS IN BLENDED LEARNING: 21ST
CENTURY READING LEARNING ENVIRONMENT
Kintanar FC*, Elladora ST and Enricoso, CM

College of Education, Dean, Cebu Technological University, Philippines
*fitzgerald.kintanar@ctu.edu.ph
ABSTRACT
A major education crisis occurred around the world due to the COVID-19 pandemic. Consequently,
Philippines too, resorted to shutting down its universities. This created a need to find alternative
learning methods to carry out educational activities during a challenging period. Therefore, this study
was conducted to investigate the readiness of pre-service teachers in blended learning in Cebu,
Philippines. A descriptive survey method was used as means of gathering and interpreting data
findings. The research instrument utilized was an adapted questionnaire (Astuti, et al, 2019, Badre, P.,
2020, Borup, et al, 2019, Firdaus, et al 2020, Jayasinghe G.J.S.M.R., Kumari, 2021, Salim, M., 2019,
Tuguic, L.A., 2021) which served as the main tools for gathering data to answer the research
questions. The variable of the study is the readiness of pre-service teachers in blended learning.
Findings of the study showed that majority of the respondents are 21 years old above and more
females than males. Therefore, majority of the pre-service teachers are fully ready for blended
learning. On the overall findings of the study, a primer in action for blended learning is recommended
to give awareness for the pre-service teachers in Cebu, Philippines to be fully ready.
Keywords: readiness in blended learning, descriptive study
Page | 154
Z1 [154]
UTILIZATION OF ONLINE PLATFORM FOR PACE STUDENTS: BASIS FOR
THE DEVELOPMENT OF PACE POLICY MANUAL
Balbis JA*
Department Natural Sciences, Philippine Christian University, Philippines

*julieann.balbis@pcu.edu.ph
ABSTRACT
The purpose of this study was to assess how much the Online Platform for Program for Accelerated
College Education (PACE) was used and how teachers and students perceived the aforementioned
program. The respondents were solely online college students from the participating institution
enrolled in the school year 2021–2022, under the PACE – Globalization cluster. This study
concentrated on online learning, notably the LMS used (Bluebook), connectivity, learning modalities,
timing and delivery of content, instructor support, and communication. Additionally, it examined how
students and teachers saw PACE, specifically with regard to the course material, the application
process, the tuition and fees, the staff, and the grading structure. 53 PACE students and 58 faculty
members who were teaching under the PACE were the study’s respondents. The outcomes
demonstrated that the two groups of respondents’ perceptions of the PACE were primarily based on
the findings. Both groups are satisfied with PACE based on the given variables. In tests of students
and teachers, it was demonstrated that there is no statistically significant difference in the levels of
online learning use. Furthermore, there is no statistically significant distinction between how PACE is
perceived by teachers and pupils. It is necessary to update existing regulations and standards or, even
better, create new ones that will better serve as a guide for faculty teaching and student learning on the
new platform. This is due to the fact that there are several worries over the program’s implementation.
Keywords: online platform, program for accelerated college education, policy manual
Page | 155
Z2 [155]
ANALYSIS ON THE NEED OF SCHOLARSHIP FOR THE POOR STUDENTS AT
INTERNATIONAL ISLAMIC UNIVERSITY ISLAMABAD (NEEDS ASSESSMENT)
Awan N*
Faculty of Education, International Islamic University Islamabad, Pakistan

*Naila.msedu23@iiu.edu.pk
ABSTRACT
Education is the most important tool to escape from poverty and get a better life; however, many
families can’t send their children to get higher education because of poverty after merely completion
of secondary school. Scholarships help to lessen the impact of certain problems like social,
psychological, financial and academic issues that most of the poor students face in their life. The
objectives of the study were to explore the need of scholarships for poor students; to find out the
perception of poor students about the need of scholarship; to explore the problems faced by poor
students in getting higher education; and to analyze the relationship of scholarships and academic
achievement of poor students. The study was descriptive in nature, was delimited to the BS, MS and
PHD program of faculty of social sciences at an international Islamic university. This study helped to
explore why poor students need scholarships. In Pakistan, numerous scholarships are criteria based,
although many students are in need of scholarships to continue their higher studies but it is also
difficult for them to meet the criteria. In this study, a random sampling technique was used to select
the sample. The population of the study includes 78 needy students who were in dire need of
scholarships from this international Islamic university. 66 students were selected from the
international Islamic university as sample of the study. Data were collected through personal visits of
the researchers to the university. Both open-ended and closed-ended questions were used. A
questionnaire was developed to assess the need of scholarships by the needy students. Quantitative
data were analyzed through mean and percentage and for qualitative data, a thematic analysis was
applied.
Keywords: scholarship, poor student
Page | 156
Z3 [156]
THE IMPLEMENTATION OF UNIFIED FINANCIAL ASSISTANCE SYSTEM FOR
TERTIARY EDUCATION (UNIFAST): ITS BENEFITS AND PRIVILEGES
Visto N*, Recullo J, Pedroza M, Paran M, Quirol D, Paradero S, Primor M and Supranes, F
Office of Research, Philippine College Foundation, Bukidnon, Philippines

*nena_visto@yahoo.com
ABSTRACT
The study aimed at assessing the extent of the implementation of UniFAST-TES in terms of benefits
and privileges among students concerning their cited profile, and how they managed the financial help
they received. Through social media, the questionnaires were sent to all graduating students enrolled
in the s.y. 2021-2023 but only 105 became the sample size. This mixed-methods research employed
independent t-test and thematic analysis in analyzing the gathered data through Google Form. Results
revealed that 86% of the participants have a monthly family income of 9,000.00 and below. The
extent of UniFAST was very highly implemented in which students’ educational needs were sustained
and even families’ necessities were supplied. Generally, students developed a grateful attitude as they
managed to secure primary school needs and family burdens were alleviated. However, orientation
and awareness of the implementation of the said scholarship among parents were highly
recommended to avoid misconceptions. The main contribution of this paper is to provide empirical
evidence on how students managed the assistance they received. The findings of the study are also
important to both students’ families and school personnel.
Keywords: educational subsidy, implementation, extent, benefits, attitude, management
Page | 157
Z4 [157]
WHEN HEALTH DOES NOT EQUATE WITH WEALTH: THE HEALTH
PRACTICES AND CHALLENGES OF THE TALAANDIG TRIBE IN BUKIDNON,
PHILIPPINES
Arroy V1, Arroyo R2* and Marapao AM 3

1
Department of Home Economics Education, Student, Central Mindanao University,
Philippines
2
Department of Hospitality Management, Faculty, Central Mindanao University, Philippines
3
Department of Nutrition and Dietetics, Faculty, Central Mindanao University, Philippines
*f.rubie.arroyo@cmu.edu.ph
ABSTRACT
The Talaandig people, an indigenous group found in the southern part of the Philippines, and one of
the seven tribes of Bukidnon, have their own unique set of health practices that are rooted in their
culture and traditions. This study explored the lived experiences and health practices of the Talaandig
tribe community in Songco, Lantapan, Bukidnon. Specifically, it investigated their health practices
and struggles and challenges within the tribe. Additionally, this study designed some recommended
programs that aimed to address the challenges they encountered. This research paper utilized a
qualitative approach, particularly the descriptive phenomenological research design. To gather the
necessary data, a semi-structured one-on-one interview was conducted with the selected members of
the Talaandig tribe. The interview script was content validated by a panel of experts from Central
Mindanao University and Bukidnon State University. Transcripts of the interview were coded by the
researcher and validated by the same experts. The results of the study revealed that the Talaandig
tribe’s health practices include feeding vegetables and root crops to their children, conducting rituals
in healing, using herbal and traditional medicines, and consulting their elders for crucial decisions in
their lives. The Talaandig members also shared that visiting health centers and consulting a doctor are
their secondary options. When it comes to the struggles and challenges in their tribe, the Talaandigs
shared their problems with accessing potable and affordable water, limited supply of rice as a staple
food, and malnutrition among children. Based on the interview conducted, this study recommended
creating livelihood programs for mothers and out-of-school youth, feeding programs for malnourished
children, training on food preparation and cooking of locally available food, providing a potable yet
affordable water supply, and creating health and nutrition programs for the Talaandig community in
Sonco, Lantapan.
Keywords: challenges, health practices, indigenous, Talaandig, traditions
Page | 158
Z5 [158]
CULTURAL VALUES RESTORATION: IMPLICATIONS TO THE DESIGN AND
DEVELOPMENT OF INSTRUCTIONAL MATERIALS
Dacillo EY1,2*
1
Department of Languages and Literature, College of Arts and Sciences Central Mindanao
2
Department of Language Education, College of Education, Central Mindanao University,
Philippines
*f.estrella.dacillo@cmu.edu.ph
ABSTRACT
Emphasis on culture and values in instructional materials in the Philippines resulted to a weak
curriculum which may endanger learners’ morals. Being overwhelmed by digital advancement and
Euro-centric books, learners may totally ignore cultural or national identity (Riparip, 2015). In fact,
Senior High School students in Central Mindanao University (CMU) have moderate level of cultural
awareness (Arambala, et al, 2022) thus, there is a need to integrate cultural values in instructional
materials. Aimed at designing and evaluating a values-based book for Senior (Grade 11) high school
students, this study adhered to a research and development design using Analyze, Design, Develop,
Implement, Evaluate (ADDIE) Model, Kohlberg’s Theory of Moral Reasoning (Barger, 2000) and
Curriculum Reform Model (Bank,1999). Survey was used in identifying the CMU Senior High
School Students’ awareness level on Filipino Values and content analysis was used to determine the
cultural values embedded in the folk narratives of indigenous peoples in Bukidnon, Philippines. Based
on the results of the survey and content analysis, a 5-unit book titled “Restoring Cultural Values
through Language and Literature” was designed and developed. Specifically, it socio-affective tasks
which highlight the components of cultural values such as respect, trust, confidence, equality among
others. Evaluation done by SMEs based on Macadatar, Zhaynad and Aki’s (2018) Material’s
Evaluation and Enriquez’(in Porcaradas, 2019) Filipino Cultural Values Checklists revealed that it
integrated Filipino Cultural values and is considered exceptionally useful, and appropriate in terms of
objectives, content, materials, and in developing learners’ language and literature competencies. It is
concluded that the book is exceptionally useful in restoring learners’ cultural values. Its effect on
students’ cultural values awareness may be done in future studies.
Keywords: cultural values, moral reasoning, instructional materials
Page | 159
Z6 [159]
FRUITION OF OBEDIENCE: A PLOT GENOTYPE THEORETICAL MODEL OF
AGUSAN MANOBO FOLK NARRATIVES
Dacillo EY1,2*
1
Department of Languages and Literature, College of Arts and Sciences Central Mindanao
2
Department of Language Education, College of Education, Central Mindanao University,
Philippines
*f.estrella.dacillo@cmu.edu.ph
ABSTRACT
A theory or model defines the nature, structure, concepts, and associations between concepts of a real-
life phenomenon (Elo, et al, 2013). Although the narrative rules of 60 Agusan Manobo Folk
Narratives have been identified through Propp’s Morphological Theory (Dacillo, 2021), a plot
genotype theoretical model has not been proposed. Aimed at formulating a plot genotype theoretical
model of Agusan Manobo Folk Narratives, this descriptive-qualitative study employed Whetten’s
(1989) theory contribution approach framework in making sense of the qualitative data. The “what”,
“how”, ‘why”, and “who” are building blocks of theories and are evident in the narrative rules of
Agusan Manobo Folk Narratives. They were described according to their emergence and relationship
(Sutton and Staw, 1995), and their representation and meaning to establish the comprehensiveness of
the theoretical contribution (Whetten, 1989), thus, striking a balance of parsimony. Four propositions
were generated from the narrative rules of Agusan Manobo Folk Narratives and further analysis
resulted to a proposed Overture, Convolution, and Resolution (OCR) Theoretical Model of Agusan
Folk Narratives. This model shows Lack-liquidation of lack [aK] and Villainy-Wedding [AW]
sequences of narratives. Both sequences have overture (either or both initial situation [α] and
absentation [β]), the convolution (either followed or violated interdiction [γδ]), and resolution
(Liquidation of lack for [aK] sequence and either Punishment [U] or Wedding [W] for [AW]
sequence). This OCR model corresponds to Propp’s (1968) Pivotal Eighth Function and it bears
similar syntagmatic and minimalist models of Dundes, Greimas, Todorov, and Serebriany in terms of
functions, intervening function, and resolution. OCR Theoretical Model serves as a substantive theory
for Agusan Manobo Folk Narratives, useful in analyzing other literary genres of Agusan Manobo.
Keywords: OCR theoretical model, plot genotype, Propp’s morphology
Page | 160
POSTER
PRESENTATIONS
Page | 161
P1 [160]
3D PRINTING AND PLAYFUL TOOLS IN TEACHING MULTIVARIABLE
CALCULUS FOR ENGINEERING STUDENTS
Pérez-Diaz M*, Benítez-Medina R and Juárez-Ordoñez S

School Engineering and Sciences, Tecnológico de Monterrey, México
*martin.perez@tec.mx
ABSTRACT
The interpretation and meaning of mathematical concepts are one of the most important problems in
the teaching of mathematics. In this work we show how the implementation of innovative educational
technologies, such as 3D printing and kinetic sand, develop and increase visualization skills in
students, favoring the understanding of important mathematical concepts related to three-dimensional
space. To evaluate the educational innovation, an institutional survey was applied to 345 students, 92
of whom took the course in one of the groups where at least one educational innovation methodology
was implemented and the remaining 243 took the course in groups with traditional methodology. One
of the objectives of this research is to statistically contrast the courses in which the educational
innovation was implemented with the courses that were taught traditionally. For this, we performed
hypothesis tests with a significance level of 5%; the variables we used to perform this statistical
analysis were the evaluation of educational innovation and the grade of students. The results obtained
from this research indicate that, on average, courses where educational innovation methodologies
were implemented are better than courses that were taught in a traditional way. The educational
innovation methodologies mentioned in this paper allow the student to visualize and physically know
the abstract mathematical concepts, giving interpretation and meaning to the mathematical concept
and favoring its understanding. This possibility of moving from the abstract mathematical concept to
the tangible object using technology together with the implementation of educational innovation
techniques generates a learning environment that favors and motivates the intention of learning on the
part of the students.
Keywords: educational innovation, higher education, 3D printing, kinetic sand, multivariable calculus
Page | 162
P2 [161]
ACCEPTANCE OF MULTICULTURAL IDENTITY AND SCHOOL ADJUSTMENT
IN STUDENTS FROM MULTICULTURAL FAMILIES
Jang H, Jang B and Song H*
Department of Child Psychology & Education/Social Innovation Convergence,

Sungkyunkwan University, South Korea
*jni4ever@skku.edu
ABSTRACT
Families with multicultural backgrounds have rapidly increased in Korean society during the last few
decades. Still, the maladjustment of students from multicultural families has been an issue in school
settings. Multicultural students often experience cultural identity crises, and thus having an attitude to
accept bicultural backgrounds is an important component of school adjustment for these students. In
particular, the distress of a cultural identity crisis is more likely to be reported in a low-income
population among multicultural families. The purpose of this study was to examine the relationship
between acceptance of multicultural identity and school adjustment in high-school students. A
moderating effect of family income on these relationships was also examined. Data from 1,236
students of the Multicultural Adolescent Panel Study were analyzed. MAPS is a nationwide survey
launched by the National Youth Policy Institute, and we used data from Wave 7. A stratified random
sampling method was used, and students completed questionnaires. Results showed that the level of
acceptance of multicultural identity positively predicted all three subscales of school adjustment: peer
relationship, teacher relationship, and school achievement. Additionally, family income moderated the
relationship between multicultural acceptance and school achievement. Findings indicate that
acceptance of multicultural identity affected positive school achievement, especially in low-income
students. It is suggested that multicultural education to establish a positive cultural identity would be a
critical factor to support school adjustment of low-income students with multicultural backgrounds.
Multicultural education for other students would be also needed to enhance understanding of cultural
diversity in overall school settings.
Keywords: multicultural, cultural identity, acceptance, students, school adjustment, low-income
Page | 163
P3 [162]
DIRECT SUPERVISION MODEL IN UNDERGRADUATE STUDENTS IN HEALTH
AREAS: CLINICAL AND HEALTH PSYCHOLOGY
Aguilar-de León D* and Garza-Olivarez X
Clinical and Health Psychology, School of Medicine and Health Sciences, Tecnológico de
Monterrey, México
*daniela.aguilar@tec.mx
ABSTRACT
Clinical supervision appeared as a resource in the training of psychotherapists when they faced
difficulties with a patient during consultation. At Tecnológico de Monterrey with students of Clinical
and Health Psychology, it has been an educational innovation since 2016 with the Academic and
Integral Wellness Care Center (CAABI) and the Virtual Clinic in 2020. In these clinical fields the use
of video recording technologies, audio and video software is key to the exercise of direct clinical
supervision as opposed to elements such as Gesell camera that involve greater economic and space
investment. The objective of this study is to describe the characteristics of direct clinical supervision
as an educational tool in health professions such as psychology from the perception of undergraduate
students. The methodological design was qualitative with a semi-structured interview as a data
collection tool with undergraduate psychology students who have been involved as trainees with the
direct supervision model. The participants were 15 students, who rated the learning experience as
useful, positive, challenging, constructive, receiving timely clarifications and good learning.
However, not all comments have been positive; some students rated the experience as bad or
mediocre, due to lack of time or lack of a trusting environment. These results, in general positive
rather than negative, allow us to identify the supervisor as a key element in the development of
professional training in psychology with direct clinical supervision, as well as the clinical setting as a
space to practice psychotherapy, since the common denominator in the negative comments had to do
with these elements of supervisor and cases.
Keywords: higher education, learning process, tutoring, psychology supervision
Page | 164
P4 [163]
DEVELOPMENT OF INTERACTIVE TEACHING RESOURCES (ITR) IN
TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE) USING WORDWALL
APPLICATION
Santos JM, Abelgos AH.and Lomerio NP
College of Education, Bulacan State University, Philippines

*joseline.santos@bulsu.edu.ph
ABSTRACT
The aim of this study is to contribute to the online learning resources freely available for TLE
teachers. The researchers, through the contributors, developed ITR in TLE through the use of the
Wordwall App. The study will develop interactive teaching resources (ITR) in Technology and
Livelihood Education (TLE) through the use of the Wordwall application. The developed ITR will be
curated in a TLE Hub to easily access all the ITR by the teachers and the students. The ITR and TLE
Hub were evaluated by the experts and TLE teachers to ensure its acceptability and usability. The ITR
was evaluated based on its technological acceptance in terms of perceived usefulness, perceive ease of
use, attitude to use and intention to use). The TLE Hub was evaluated using system usability
measures. The study revealed that the ITR and TLE Hub are highly acceptable by the experts and
TLE teachers highlighting perceived usefulness and ease of use got the highest rating. With the
limited resources of TLE available online, the development of the TLE Hub is a great contribution to
the teachers. TLE teachers are recommended to be trained to create ITR using the Wordwall
application and become contributors to the TLE Hub.
Keywords: wordwall, acceptance, system usability, technology and livelihood education, game-based
Page | 165
P5 [164]
GERAKAN NASIONAL PEMBERANTASAN BUTA MATEMATIKA (GERNAS
TASTAKA): AN INITIATIVE AIMED TO IMPROVE MATHEMATICS
EDUCATION IN INDONESIAN ELEMENTARY SCHOOLS
Ramli DPS*, Pustaka A and Sofiyana H
Gernas Tastaka, Indonesia

*dputi131@gmail.com
ABSTRACT
Gerakan Nasional Pemberantasan Buta Matematika (GERNAS TASTAKA) is an initiative aimed to

improve mathematics education in Indonesian elementary schools. The movement is based on the
assumption that the quality of mathematics education depends on the teachers who teach mathematics.
In most elementary schools in Indonesia, mathematics is taught by classroom teachers. Therefore, the
GERNAS TASTAKA main program is supporting elementary school teachers to relearn about
teaching and learning mathematics in elementary schools through a series of teacher education
training programs. It is believed that when elementary school teachers are equipped with the
knowledge, skills, and dispositions to teach mathematics, they would have the tools needed to
improve the quality of mathematics education in their classroom. Since it was founded in 2018,
GERNAS TASTAKA has reached more than 2,000 elementary school teachers from 106 different
districts in Indonesia. It is also predicted that approximately 48,000 elementary school students have
been affected by the GERNAS TASTAKA programs. This study aims to describe the GERNAS
TASTAKA movement as an initiative aimed to improve mathematics in elementary schools in
Indonesia. Additionally, it will explain how the movement was designed and the conceptual
framework used for designing the program. It will also describe some qualitative findings related to
how the GERNAS TASTAKA movement has created change in some mathematics classrooms in
Indonesia.
Keywords: mathematical education, teacher training, elementary school, teacher education
Page | 166
P6 [165]
THE EFFECTS OF PRIOR KNOWLEDGE IN SERIOUS GAME ON LEARNING
ACHIEVEMENT AND COGNITIVE LOAD: TAKING COLOR MIXING CONCEPT
TEACHING AS AN EXAMPLE
Hsi-Hsun Yang*
Department of Digital Media Design, National Yunlin University of Science and Technology,
Douliou, Yunlin, Taiwan
*jimmy@yuntech.edu.tw
ABSTRACT
The main focus of attention in game-based learning is the expectation that games can stimulate
learners' motivation to participate, providing them with more opportunities for interactive experiences.
Particularly, serious games require instructional designs that cater to learners with different levels of
prior knowledge. While game-based learning has gained widespread usage as a digital learning model
in recent years, it also possesses drawbacks, such as cognitive load. However, this situation cannot be
universally generalized to all learners, as prior knowledge plays a crucial role in individual differences
and influences the connection between existing and new knowledge. Therefore, this study aimed to
investigate the effects of game-based learning on learning performance and cognitive load about the
concept of color mixing. The study involved 128 students from a university in central Taiwan who
were divided into two groups based on their high and low levels of prior knowledge. These groups
were then subjected to a 30-minute intervention involving a serious game. The research employed
ANOVA, Pearson correlation, and descriptive statistics to analyze the respondents' learning
achievement and cognitive load after the intervention. Regarding learning performance, respondents
with high prior knowledge outperformed those with low prior knowledge, regardless of their pre-test,
post-test, or task assessment scores. However, both high and low prior knowledge groups
demonstrated significant improvements in post-test scores compared to pre-test scores. Regarding
cognitive load, learning achievement exhibited a significant negative correlation with an intrinsic and
extraneous cognitive load while demonstrating a significant positive correlation with germane
cognitive load. The findings of this study can assist learners with varying levels of prior knowledge in
enhancing their learning achievements and provide insights into how different learners respond to
cognitive load.
Keywords: cognitive load, learning achievement, prior knowledge, serious game, virtual environment
Page | 167
P7 [166]
ASSESSING CLINICAL COMPETENCIES AS A MOTIVATIONAL INTERVIEW
USING THE OBJECTIVE STRUCTURED CLINICAL EXAMINATION (OSCE) IN
PSYCHOLOGY TRAINING
Garza-Olivares X* and Aguilar-de León D
Clinical and Health Psychology, School of Medicine and Health Sciences, Tecnológico de
Monterrey, México
*xochitl.garza@tec.mx
ABSTRACT
The development of clinical competencies in psychology requires real and simulated interactions,
leading to the use of several assessment methods such as the Objective Structured Clinical
Examination (OSCE), which has proven to be an effective tool in the development of patient care
skills. To guarantee its standardization, it is presented in clinical simulation environments since it
allows the development of skills in a safe environment for both the patient and the psychology
student. The OSCE is an academic exercise that implies structured clinical cases and an evaluation
process that allows the students to recognize their advances and limitations. Clinical simulation is
widely used in psychology programs; however, there is a lack of publication regarding its use and the
use of the OSCE as a learning experience in undergraduate clinical psychology. This document aims
to describe the use of the OSCE as a tool for the evaluation and development of motivational
interviewing as a clinical skill. The participants were 47 clinical and health psychology undergraduate
students from the Tec de Monterrey, Mexico. The study design was a pre- and post-test, using an
instrument designed as a checklist to assess the mastery of motivational interviewing before and after
the clinical rotations designed as practices in the last year of the Clinical Psychology and Health. The
results obtained were an improvement in the domain of motivational interviewing as a clinical tool,
especially the elements of the empathic reaction with the patient and the initial setting of the
interview.
Keywords: higher education, Objective Structured Clinical Examination (OSCE), psychology training
Page | 168
P8 [167]
TEACHERS AND ADMINISTRATORS’ PERCEPTIONS, BENEFITS AND
CHALLENGES IN THE UTILIZATION OF OPEN EDUCATIONAL RESOURCES
(OER) IN TEACHING LIFE SCIENCES
Vijuan C1* and Martin A2

1
Junior High School Department, Ilocos Norte College of Arts and Trades, Philippines
2
Mariano Marcos State University, Philippines
*cherieramirez48@yahoo.com
ABSTRACT
This descriptive correlational research aimed to determine the junior high school Life Science
teachers and administrators’ perceptions, benefits and challenges encountered in the adoption of open
educational resources (OER). Data were gathered using the adopted survey questionnaire and
interview questions of Cox and Trotter (2017). The respondents were 74 junior high school Life
Science teachers and 32 school administrators under the Schools Division of Ilocos Norte. Frequency,
percentage, weighted mean, and Pearson r were used to analyze the data collected concerning the
perceptions, benefits, and challenges of teachers and administrations with the usage of OER. Findings
revealed that teachers and administrators perceived OER as accessible, openly licensed, available at
reduced cost and a reusable tool for teaching and learning. Moreover, they indicated that PhET
Interactive Simulations, DepEd Commons and LRMDS were the kind of OER, mostly used in
teaching Life Sciences subjects. The results also showed that the teachers and administrators were
very much concerned about the proper usage of OER, which is connected to volition or the
willingness to adopt OER. On the other hand, they also pointed out problems such as a lack of
incentives, lack of institutional policies and lack of funds. Among all the difficulties that the teachers
and administrators experienced with the use of OER, having legal barriers other than copyright to
access OER was the most challenging for them. Likewise, both teachers and administrators indicated
that the institution’s educational philosophies are not suited with the adoption of OER and that there is
a problem with funding which explains the lack of in-depth understanding and misguided usage of
OER. Ultimately, OER could be a potential powerful pedagogic tool if teachers and administrators
would be fully equipped to utilize it.
Keywords: Open Educational Resources, OER, accessible, potential pedagogic tool, misguided usage
Page | 169
P9 [168]
THE INFLUENCE OF COMPETITION AND COOPERATION ON STUDENTS’
FEAR OF FAILURE: THE MODERATING ROLE OF GROWTH MINDSET -
EVIDENCE FROM PISA 2018
An Y*, Li L and Wei X
National Collaborative Innovation Center of Assessment towards Basic Education Quality,

Beijing Normal University, China
*anyi@mail.bnu.edu.cn
ABSTRACT
In the context of high-quality education development, the relationship between school atmosphere and
student development is becoming increasingly close. This study aims to analyze the current situation
of competition, cooperation, students’ growth mindset and students’ fear of failure in Chinese schools,
and explore the relationships among them, so as to provide evidence for promoting the development
of students and expand the scope of PISA empirical research. The study is drawn from data of PISA
2018, including students’ perception of competitiveness and cooperation at school, fear of failure, and
mindsets. Descriptive statistics, t-test and hierarchical multiple regression were used in the analysis of
data of 11,703 students in China. The results indicated that the levels of Chinese students’ fear of
failure, competition and cooperation were higher than OECD average. The proportion of growth
mindset students in China was lower than the OECD average. The mindset was closely related to fear
of failure. Students with growth mindset had lower fear of failure than those with fixed mindset. Both
competition and cooperation significantly influenced students’ fear of failure. The stronger the
competitive atmosphere students perceived, the more students feared failure. Instead, the stronger the
cooperative atmosphere students perceived, the less students feared failure. In addition, the mindset
moderated the relationship between competition and students’ fear of failure, students with fixed
mindset were more afraid of failure than those with growth mindset. However, the moderating effect
of mindset on the relationship between cooperative atmosphere and students’ fear of failure was not
significant. The implication for Chinese education is to appropriately reduce competition, encourage
more cooperation, and cultivate students’ growth mindset so as to reduce students’ fear of failure.
Keywords: fear of failure, growth mindset, competition, cooperation, PISA 2018, moderation effect
Page | 170
P10 [169]
THE IMPACT OF TEST-OPTIONAL POLICIES ON THE QUALITY AND EQUITY
OF EDUCATION IN AMERICAN’S SELECTIVE UNIVERSITY
Li LI*, Yi AN and Xiaoman WEI
Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing

Normal University, China
*lililily@mail.bnu.edu.cn
ABSTRACT
The questioning that standardized admission tests have strengthened unequal educational admission
opportunities and exam-oriented education crisis has prompted more and more American universities
to adopt test-optional policies. Although test-optional policies can theoretically guarantee equal
admission opportunities for disadvantaged students, improve racial diversity, and promote equity in
higher education, this value consideration has not received consistent empirical research support, and
the limited research mainly focuses on a single case study of the liberal arts college. This study selects
around 50 institutions that adopted test-optional policies for undergraduate students between 2000 and
2019 from the top 100 list of the 2023 Best Colleges Rankings released by U.S. News & World
Report, including 9 national universities and 43 national liberal arts universities. The college data
were collected from the Integrated Postsecondary Education Data System (IPEDS) and the difference-
in-difference analysis reveals that test-optional policies are more effective in achieving latent
functions rather than manifest goals. Specifically, the results indicate that the implementation of test-
optional policies may indeed lead to a brief increase in the number of institutional applications, but it
does not have a significant impact on Pell scholarship recipients, the proportion of disadvantaged
students, or the quality of registered students. Relying solely on the implementation of test-optional
policies by universities cannot effectively expand educational opportunities for low-income and ethnic
minority students. These findings provide evidence for the limitations of using test-optional admission
policies to improve educational equity.
Keywords: test-optional, educational equity, standardized testing, college admission
Page | 171
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Book of Abstracts

The 6th International Conference on Future of

06th – 07th July 2023

Committee of the Future Edu - 2023

The International Institute of Knowledge Management (TIIKM)

Tel: +94(0) 112876551

Official website of the conference

Edited by Prof. Brian D. Beitzel

Copyright @ 2023 TIIKM

Tel: +94(0) 112876551

I’m delighted to extend my personal welcome to the 6 th International

Again, welcome! We are glad to have you here in Malaysia.

Brian D. Beitzel, Ph.D.

South-South Triangular Education Consortium – (SSTEC)

Open University Malaysia (OUM), Malaysia

University of Debrecen, Hungary

Universiti Teknologi MARA, Malaysia

Faculty of Education, Khon Kaen University, Thailand

Bandung Institute of Technology, Indonesia

St. Rita's College of Balingasag, Philippines

Philippine Christian University, Philippines

Benguet State University, Philippines

Lourdes College, Philippines

University of Murcia, Spain

Loc Nguyen Academic Network, Vietnam

Universidade Autónoma de Lisboa, Portugal

International Islamic University Islamabad, Pakistan

Bulacan Agricultural State University, Philippines

City College of Calamba (CCC), Philippines

The International Institute of Knowledge Management (TIIKM), Sri Lanka

PROF. BRIAN D. BEITZEL (Conference Chair, Future Edu 2023)

Senior Director of Education Accreditation and

DR. SAMIRA HOSSEINI (Publication Chair, Future Edu 2023)

Director of Writing Lab, Institute for the Future

Professor of Special Education, The Faculty of

PROF. DR. LEMPIÄINEN KIRSTI (Keynote Speaker, Future Edu 2023)

Dr.Soc.Sc., Docent, Faculty of Education,

PROF. AMLAN CHAKRABARTI (Keynote Speaker, Future Edu 2023)

A.K.Choudhury School of Information

DR. JUHEE KIM (Plenary Speaker, Future Edu 2023)

Assistant Professor of Educational Leadership &

DR. ALIZA ALI (Plenary Speaker, Future Edu 2023)

Dean, Faculty of Education, Open University

Director of Bachelor of Management Program

EMERITUS PROF. TAMAS KOZMA (Plenary Speaker, Future Edu 2023)

The University of Debrecen, Hungary

ASSOC PROF. SUBARNA SIVAPALAN (Plenary Speaker, Future Edu 2023)

Faculty of Social Sciences, University of

Dean of the College of Arts, Sciences, and Social

DR. EILEEN KENNEDY (Plenary Speaker, Future Edu 2023)

Principal Research Fellow, Programme Leader,

MR. ISANKA. P. GAMAGE (Conference Convener, Future Edu 2023)

The International Institute of Knowledge

MR. OSHADEE WITHANAWASAM (Conference Publication Chair, Future Edu 2023)

The International Institute of Knowledge

MS. KALPANA MADAVIE (Conference Secretariat, Future Edu 2023)

The International Institute of Knowledge

MS. KOKILA HEMAKUMARA (Conference Coordinator, Future Edu 2023)

The International Institute of Knowledge

MS. DESHANI PATHIRANA (International Relation Officer, Future Edu 2023)

The International Institute of Knowledge

MS. PANSILU PUSSEDENIYA (International Relation Officer, Future Edu 2023)

The International Institute of Knowledge

MR. DAYALAN RAJAMANY (Technical Officer, Future Edu 2023)